McDougal Littell
McDougal Littell
WORLD
HISTORY
PATTERNS OF INTERACTION
Queen Elizabeth l r
Portrait, 1 6 th century
Queen Nefertiti,
Sculpture, Eygpt, e. 1340 a.c.
Caesar Augustus,
Roman coin, 1st century e.c.
Moche Sculpture
Peru, c. 100 a.d.
WORLD
HISTORY
PATTERNS OF INTERACTION
Roger B. Beck
Linda Black
Larry S. Krieger
Phillip C. Naylor
Dahia Ibo Shabaka
Nelson Mandela,
South Africa, 1994
^ McDougal Littell
H A DIVISION OF HOUGHTON MIFFLIN COMPANY
Senior Consultants
Roger B. Beck, Ph.D.
Roger B. Beck is Distinguished Professor of African, World, and 20th Century World History at Eastern Illinois University
Having taught at international schools in Tokyo, Paris, and London, Dr. Beck also supervised student teachers and taught
Social Studies Methods at Eastern for many years. In addition to a long teaching career at high school, college, and gradu-
ate school levels, Dr. Beck has published extensively, including authoring The History of South Africa and co-authoring the
college world history text A History of World Societies. He has also published more than 100 book chapters, journal arti-
cles, and book reviews. He is a recipient of two Fulbright fellowships, and is an active member of the African Studies
Association and the World History Association.
Linda Black, B.A., M.Ed.
Linda Black teaches World History at Cypress Falls High School in Houston, Texas, and has had a distinguished career
in education as a teacher of world history, American history, and Texas history. In 1993-1994, Mrs. Black was named an
Outstanding Secondary Social Studies Teacher in the United States by the National Council for the Social Studies. In
1996, she was elected to the Board of Directors of the National Council for the Social Studies. She is an active member
of that council, the Texas Council for the Social Studies, and the World History Association. She served on the College
Board Test Development for Advanced Placement World History from 1995 to 2003.
Larry S. Krieger, B.A., M.A., M.A.T.
Larry S. Krieger is the social studies supervisor for grades K-12 in Montgomery Township Public Schools in New
Jersey. For 26 years he has taught world history in public schools. He has also introduced many innovative in-service
programs, such as “Putting the Story Back in History,” and has co-authored several successful history textbooks. Mr.
Krieger earned his B.A. and M.A.T. from the University of North Carolina and his M.A. from Wake Forest University.
Phillip C. Naylor, Ph.D.
Phillip C. Naylor is an associate professor of history at Marquette University and teaches European, North African, and
West Asian undergraduate and graduate courses. He was the director of the Western Civilization program for nine years
where he inaugurated a “transcultural approach” to the teaching of the traditional survey. He has authored France and
Algeria: A History of Decolonization and Transformation , coauthored The Historical Dictionary of Algeria, and
coedited State and Society in Algeria. He has published numerous articles, papers, and reviews, and produced CD-ROM
projects. In 1996, Dr. Naylor received the Reverend John P. Raynor, S.J., Faculty Award for Teaching Excellence at
Marquette University. In 1992, he received the Edward G. Roddy Teaching Award at Merrimack College.
Dahia Ibo Shabaka, B.A., M.A., Ed.S.
J Dahia Ibo Shabaka is the director of Social Studies and African-Centered Education in the Detroit Public Schools
system. She has an extensive educational and scholarly background in the disciplines of history, political science,
economics, law, and reading, and in secondary education, curriculum development, and school administration and
supervision. Ms. Shabaka has been a teacher, a curriculum coordinator, and a supervisor of social studies in the Detroit
Secondary Schools. In 1991 she was named Social Studies Educator of the Year by the Michigan Council for the Social
Studies. Ms. Shabaka is the recipient of a Fulbright Fellowship at the Hebrew University in Israel and has served as an
^ executive board member of the National Social Studies Supervisors Association.
Copyright © 2009 by McDougal Littell, a division of Houghton Mifflin Company All rights reserved.
Maps on pages A2-A47 © Rand McNally & Company. All rights reserved.
Warning: No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and record-
ing, or by any information storage or retrieval system without the prior written permission of McDougal Littell unless such copying is expressly permitted
by federal copyright law. With the exception of not-for-profit transcription in Braille, McDougal Littell is not authorized to grant permission for further uses
of copyrighted selections reprinted in this text without the permission of their owners. Permission must be obtained from the individual copyright owners as
identified herein. Address inquiries to Supervisor, Rights and Permissions, McDougal Littell, PO. Box 1667, Evanston, IL 60204.
Acknowledgments begin on page R135.
ISBN-10: 0-547-03475-X ISBN-13: 978-0-547-03475-1
Printed in the United States of America.
X2345678 9-DJM-12 11 10 09 08
This text contains material that appeared originally in World History: Perspectives on the Past (D.C. Heath and Company) by
[<> Larry S. Krieger, Kenneth Neill, and Dr. Edward Reynolds.
Consultants and Reviewers
Content Consultants
The content consultants reviewed the content for historical depth and accuracy and for clarity of presentation.
Jerry Bentley
Department of History
University of Hawaii
Honolulu, Hawaii
Marc Brettler
Department of
Near Eastern and
Judaic Studies
Brandeis University
Waltham, Massachusetts
Steve Gosch
Department of History
University of Wisconsin
at Eau Claire
Eau Claire, Wisconsin
Don Holsinger
Department of History
Seattle Pacific University
Seattle, Washington
Patrick Manning
World History Center
Department of History
Northeastern University
Boston, Massachusetts
Richard Sailer
Department of History
University of Chicago
Chicago, Illinois
Wolfgang Schlauch
Department of History
Eastern Illinois
University
Charleston, Illinois
Susan Schroeder
Department of History
Loyola University
of Chicago
Chicago, Illinois
Scott Waugh
Department of History
University of California,
Los Angeles
Los Angeles, California
Multicultural Advisory Board Consultants
The multicultural advisers reviewed the manuscript for appropriate historical content.
Ysidro Valenzuela
Fresno High School
Fresno, California
Ogle B. Duff
Associate Professor of English
University of Pittsburgh
Pittsburgh, Pennsylvania
Pat A. Brown
Director of the Indianapolis
Public Schools
Office of African Centered
Multicultural Education
Indianapolis Public Schools
Indianapolis, Indiana
Mary Ellen Maddox
Black Education
Commission Director
Los Angeles Unified
School District
Los Angeles, California
Jon Reyhner
Associate Professor and
Coordinator of the
Bilingual Multicultural
Education Program
Northern Arizona University
Flagstaff, Arizona
Teacher Review Panels
The following educators provided ongoing review during the development of prototypes,
the table of contents, and key components of the program.
Patrick Adams
Pasadena High School
Pasadena, Texas
Craig T. Grace
Lanier High School
West Austin, Texas
Harry McCown
Hazelwood West High School
Hazelwood, Missouri
Bruce Bekemeyer
Marquette High School
Chesterfield, Missouri
Katie Ivey
Dimmitt High School
Dimmitt, Texas
Terry McRae
Robert E. Lee High School
Tyler, Texas
Ellen Bell
Bellaire High School
Bellaire, Texas
Gary Kasprovich
Granite City High School
Granite City, Illinois
Joseph Naumann (retired)
McCluer North High School
Florissant, Missouri
Margaret Campbell
Central High School
St. Louis, Missouri
Pat Knapp
Burgess High School
El Paso, Texas
Sherrie Prahl
The Woodlands High School
The Woodlands, Texas
Nancy Coates
Belleville East High School
Belleville, Illinois
Eric R. Larson
Clark High School
Plano, Texas
Dorothy Schulze
Health Careers High School
San Antonio, Texas
Kim Coil
Francis Howell North
High School
St. Charles, Missouri
Linda Marrs
Naaman Forest High School
Garland, Texas
Liz Silva
Townview Magnet Center
Dallas, Texas
Linda Stevens
Central High School
San Angelo, Texas
Leonard Sullivan
Pattonville High School
Maryland Hts., Missouri
Carole Weeden
Fort Zumwalt South
High School
St. Peters, Missouri
Rita Wylie
Parkway West Sr. High School
Ballwin, Missouri
V
Reviewers (continued)
Teacher Consultants
Glenn Bird
Springville High School
Springville, Utah
Michael Cady
North High School
Phoenix, Arizona
William Canter
Guilford High School
Rockford, Illinois
Nancy Coates
Belleville East High School
Belleville, Illinois
Paul Fitzgerald
Estancia High School
Costa Mesa, California
Craig T. Grace
Lanier High School
West Austin, Texas
Joy McKee
Lamar High School
Arlington, Texas
Terry McRae
Robert E. Lee High School
Tyler, Texas
Myra Osman
Homewood Flossmoor
High School
Flossmoor, Illinois
Dorothy Schulze
Health Careers High School
Dallas, Texas
Linda Stevens
Central High School
San Angelo, Texas
The following educators wrote activities for the program.
Charlotte Albaugh
Grand Prairie High School
Grand Prairie, Texas
Jan Ellersieck
Ft. Zummalt South High School
St. Peters, Missouri
Robert Parker
St. Margaret’s High School
San Juan Capistrano, California
Mark Aguirre
Scripps Ranch High School
San Diego, California
Craig T. Grace
Lanier High School
West Austin, Texas
Janet Rogolsky
Sylvania Southview High School
Sylvania, Ohio
Sharon Ballard
L.D. Bell High School
Hurst, Texas
Korri Kinney
Meridian High School
Meridian, Idaho
Dorothy Schulze
Health Careers High School
San Antonio, Texas
Bryon Borgelt
St. John’s Jesuit High School
Toledo, Ohio
Jerome Love
Beaumont High School
St. Louis, Missouri
Evelyn Sims
Skyline Center High School
Dallas, Texas
William Brown (retired)
Northeast High School
Philadelphia, Pennsylvania
Melissa Mack
St. Margaret’s High School
San Juan Capistrano, California
Brenda Smith
Colorado Springs School District 1 1
Colorado Springs, Colorado
Haley Brice Clark
DeBakey Health Prof. High School
Houston, Texas
Harry McCown
Hazelwood West High School
Hazelwood, Missouri
Linda Stevens
Central High School
San Angelo, Texas
John Devine
Elgin High School
Elgin, Illinois
Terry McRae
Robert E. Lee High School
Tyler, Texas
Leonard Sullivan
Pattonville High School
Maryland Heights, Missouri
Karen Dingeldein
Cudahy High School
Cudahy, Wisconsin
Joseph Naumann (retired)
McCluer North High School
Florissant, Missouri
Linda Tillis
South Oak Cliff High School
Dallas, Texas
Joanne Dodd
Scarborough High School
Houston, Texas
Theresa C. Noonan
West Irondequoit High School
Rochester, New York
Andrew White
Morrow High School
Clayton, Georgia
vi
Reviewers (continued)
Student Board
The following students reviewed
LaShaunda Allen
Weston High School
Greenville, MS
Brandy Andreas
Rayburn High School
Pasadena, TX
Adam Bishop
Jordan High School
Sandy, UT
Jennifer Bragg
Midlothian High School
Midlothian, VA
Nicole Fevry
Midwood High School
Brooklyn, NY
Phillip Gallegos
Hilltop High School
Chula Vista, CA
Matt Gave
Stevenson Senior High School
Sterling Heights, MI
Blair Hogan
Leesville Road High School
Raleigh, NC
Ngoc Hong
Watkins Mill Senior High School
Gaithersburg, MD
materials for the textbook.
Iman Jalali
Glenbrook North High School
Northbrook, IL
Vivek Makhijani
Durfee High School
Fall River, MA
Todd McDavitt
Derby High School
Derby, KS
Teniqua Mitchell
Linden-McKinley High School
Columbus, OH
Cicely Nash
Edmond Memorial High School
Edmond, OK
Brian Nebrensky
Hillsboro High School
Hillsboro, OR
Jesse Neumyer
Cumberland Valley High School
Mechanicsburg, PA
Nora Patronas
Alba High School
Bayou La Batre, LA
Lindsey Petersen
Stoughton High School
Stoughton, WI
Nicholas Price
Central Lafourche Senior
High School
Mathews, LA
Ben Richey
Fort Vancouver High School
Vancouver, WA
Karen Ryan
Silver Creek High School
San Jose, CA
Matt Shaver
Weatherford High School
Weatherford, TX
Richie Spitler
Atlantic High School
Port Orange, FL
Jessie Stoneberg
Burnsville High School
Burnsville, MN
Kelly Swick
Ocean Township High School
Oakhurst, NJ
Jason Utzig
Kenmore East High School
Tonawanda, NY
Justin Woodly
North Cobb High School
Kennesaw, GA
Tutankhamen death mask
(page 39)
Introduction
® RANI) MvNAl ,l Y World Atlas
Strategies for Taking Standardized Tests
PART 1 : Strategies for Studying History
PART 2: Test-Taking Strategies and Practice
CHAPTER Prehistory-2500 b.c.
The Peopling of the World
1 Human Origins in Africa
ANALYZING KEY CONCEPTS: Culture
HISTORY THROUGH ART: Cave Paintings
2 Humans Try to Control Nature
3 Civilization
CASE STUDY
ANALYZING KEY CONCEPTS: Civilization
A1
51
52
S6
2
5
6
12
14
19
21
Hebrew Flood Story art
(page 83)
Great Wall of China
(page 108)
CHAPTER Q 3500 B.C.-450 b.c.
Early River Valley Civilizations
1 City-States in Mesopotamia
2 Pyramids on the Nile
HISTORY IN DEPTH: Pyramids and Mummies
SOCIAL HISTORY: Work and Play in Ancient Egypt
3 Planned Cities on the Indus
SCIENCE & TECHNOLOGY: Plumbing in Mohenjo-Daro
4 River Dynasties in China
CHAPTER f 2000 b.c.-250 b.c
People and Ideas on the Move
1 The Indo-Europeans
2 Hinduism and Buddhism Develop
3 Seafaring Traders
HISTORY IN DEPTH: Phoenician Trade
4 The Origins of Judaism
ANALYZING KEY CONCEPTS: Judaism
DIFFERENT PERSPECTIVES: The Flood Story
CHAPTER 0 1570 b.c.-200 b.c.
First Age of Empires
1 The Egyptian and Nubian Empires
HISTORY IN DEPTH: Egyptian Influence on Nubian Culture
2 The Assyrian Empire
3 The Persian Empire
GLOBAL IMPACT: Empire Building
4 The Unification of China
HISTORY IN DEPTH: The Great Wall of China
COMPARING AND CONTRASTING: Ancient Civilizations
26
29
35
39
42
44
47
50
58
61
66
72
75
77
80
83
86
89
92
95
99
102
104
108
112
viii
2000 B.C.-A.D. 700
New Directions in Government and Society
CHAPTER ( 2000 B.C.-300 b.c.
Classical Greece
1 Cultures of the Mountains and the Sea
2 Warring City-States
HISTORY IN DEPTH: Festivals and Sports
3 Democracy and Greece's Golden Age
HISTORY THROUGH ART: Greek Art and Architecture
4 Alexander's Empire
5 The Spread of Hellenistic Culture
CHAPTER 500 b.c.-a.d. 500
Ancient Rome and Early Christianity
1 The Roman Republic
2 The Roman Empire
SOCIAL HISTORY: Life in a Roman Villa
3 The Rise of Christianity
4 The Fall of the Roman Empire
DIFFERENT PERSPECTIVES: The Fall of the Roman Empire
5 Rome and the Roots of Western Civilization
ANALYZING KEY CONCEPTS: Western Civilization
SCIENCE & TECHNOLOGY: The Colosseum
CHAPTER Q 400 b.c.-a.d. 550
India and China Establish Empires
1 India's First Empires
2 Trade Spreads Indian Religions and Culture
HISTORY THROUGH ART: Hindu and Buddhist Art
3 Han Emperors in China
GLOBAL IMPACT: Trade Networks
CHAPTER ( ) 1500 b.c.-a.d. 700
African Civilizations
1 Diverse Societies in Africa
SCIENCE & TECHNOLOGY: African Ironworking
2 Migration
CASE STUDY
| Bantu-Speaking Peoples
3 The Kingdom of Aksum
CHAPTER 0 40,000 b.c.-a.d. 700
The Americas: A Separate World
1 The Earliest Americans
2 Early Mesoamerican Civilizations
HISTORY THROUGH ART: Olmec Sculpture
3 Early Civilizations of the Andes
HISTORY IN DEPTH: Nazca Lines
COMPARING AND CONTRASTING: Classical Ages
120
123
127
130
134
140
142
146
152
155
160
166
168
173
177
178
180
182
186
189
193
198
200
204
210
213
218
Roman fresco, Pompeii, Italy
(page 167)
Asoka's lions (page 190)
220
225
232
235
240
244
246
248
252
Kuba mask, Africa (page 224)
ix
An Age of Exchange and Encounter
(page 266)
11th century Byzantine cross
(page 301)
CHAPTER 0 600-1250
The Muslim World 260
1 The Rise of Islam 263
ANALYZING ARCHITECTURE: The Dome of the Rock 266
2 Islam Expands 269
3 Muslim Culture 273
SCIENCE & TECHNOLOGY: Astronomy 275
WORLD RELIGIONS AND ETHICAL SYSTEMS
Buddhism
284
Christianity
286
Hinduism
288
Islam
290
Judaism
292
Confucianism
294
CHAPTER O 500-1500
Byzantines, Russians, and Turks Interact 29s
1 The Byzantine Empire 301
ANALYZING KEY CONCEPTS: Roman Catholicism and
Eastern Orthodoxy 305
2 The Russian Empire 307
HISTORY THROUGH ART: Russian Religious Art and Architecture 312
3 Turkish Empires Rise in Anatolia 314
ang and Song China,
movable type (page 329)
CHAPTER 600-1350
Empires in East Asia
1 Tang and Song China
SOCIAL HISTORY: Tang and Song China: People and Technology
2 The Mongol Conquests
HISTORY IN DEPTH: A Mighty Fighting Force
3 The Mongol Empire
4 Feudal Powers in Japan
HISTORY IN DEPTH: Japanese Samurai
5 Kingdoms of Southeast Asia and Korea
320
323
328
330
332
335
339
342
344
X
CHAPTER 500-1200
European Middle Ages
1 Charlemagne Unites Germanic Kingdoms
2 Feudalism in Europe
ANALYZING KEY CONCEPTS: Feudalism
3 The Age of Chivalry
SCIENCE & TECHNOLOGY: Castles and Siege Weapons
4 The Power of the Church
CHAPTER 800-1500
The Formation of Western Europe
1 Church Reform and the Crusades
HISTORY IN DEPTH: Gothic Architecture
DIFFERENT PERSPECTIVES: The Crusades
2 Changes in Medieval Society
3 England and France Develop
4 The Hundred Years' War and the Plague
GLOBAL IMPACT: The Spread of Epidemic Disease
CHAPTER © 800-1500
Societies and Empires of Africa
1 North and Central African Societies
2 West African Civilizations
HISTORY THROUGH ART: Benin Bronzes
3 Eastern City-States and Southern Empires
ANALYZING ARCHITECTURE: Great Zimbabwe
COMPARING AND CONTRASTING: Trade Networks
350
353
358
361
364
366
370
376
379
381
386
387
393
398
400
406
409
413
420
422
426
430
Illuminated manuscript
(page 354)
Emperor Charlemagne
(page 357)
Benin sculpture
(page 421)
xi
Elizabeth I of England
(page 493)
Safavid shah (page 506)
CHAPTER © 500-1500
People and Empires in the Americas
1 North American Societies
2 Maya Kings and Cities
HISTORY THROUGH ART: Maya Architecture
3 The Aztecs Control Central Mexico
HISTORY IN DEPTH: The Aztec Calendar
4 The Inca Create a Mountain Empire
SOCIAL HISTORY: Incan Mummies
CHAPTER ® 1300-1600
European Renaissance and Reformation
1 Italy: Birthplace of the Renaissance
HISTORY THROUGH ART: Renaissance Ideas Influence
Renaissance Art
2 The Northern Renaissance
SOCIAL HISTORY: City Life in Renaissance Europe
3 Luther Leads the Reformation
ANALYZING KEY CONCEPTS: Protestantism
4 The Reformation Continues
DIFFERENT PERSPECTIVES: The Reformation
CHAPTER © 1300-1700
The Muslim World Expands
1 The Ottomans Build a Vast Empire
2 Cultural Blending
CASE STUDY
The Safavid Empire
3 The Mughal Empire in India
HISTORY THROUGH ART: Cultural Blending in Mughal India
438
441
446
450
452
457
459
464
468
471
478
480
486
488
491
495
501
504
507
512
516
522
Early globe (page 529)
CHAPTER © 1400-1800
An Age of Explorations and Isolation
1 Europeans Explore the East
SCIENCE & TECHNOLOGY: The Tools of Exploration
2 China Limits European Contacts
HISTORY IN DEPTH: The Forbidden City
3 Japan Returns to Isolation
CHAPTER ^ 1492-1800
The Atlantic World
1 Spain Builds an American Empire
DIFFERENT PERSPECTIVES: The Legacy of Columbus
2 European Nations Settle North America
3 The Atlantic Slave Trade
4 The Columbian Exchange and Global Trade
GLOBAL IMPACT: Food Exchange
ANALYZING KEY CONCEPTS: Mercantilism
526
529
531
536
538
542
550
553
560
561
566
571
572
574
xii
COMPARING AND CONTRASTING: Methods of Government
578
Absolutism to Revolution
CHAPTER © 1500-1800
Absolute Monarchs in Europe
1 Spain's Empire and European Absolutism
ANALYZING KEY CONCEPTS: Absolutism
2 The Reign of Louis XIV
HISTORY IN DEPTH: The Palace at Versailles
3 Central European Monarchs Clash
4 Absolute Rulers of Russia
SOCIAL HISTORY: Surviving the Russian Winter
5 Parliament Limits the English Monarchy
CHAPTER 0 1550-1789
Enlightenment and Revolution
1 The Scientific Revolution
2 The Enlightenment in Europe
DIFFERENT PERSPECTIVES: European Values During
the Enlightenment
3 The Enlightenment Spreads
4 The American Revolution
ANALYZING KEY CONCEPTS: Democracy
586
589
594
596
600
603
608
612
614
620
623
629
635
636
640
643
Louis XIV of France
(page 588)
CHAPTER 0 1789-1815
The French Revolution and Napoleon
1 The French Revolution Begins
2 Revolution Brings Reform and Terror
SCIENCE & TECHNOLOGY: The Guillotine
DIFFERENT PERSPECTIVES: The French Revolution
3 Napoleon Forges an Empire
4 Napoleon's Empire Collapses
5 The Congress of Vienna
648
651
656
659
662
663
668
672
Early telescope
(page 626)
CHAPTER 0 1789-1900
Nationalist Revolutions Sweep the West
1 Latin American Peoples Win Independence
GLOBAL IMPACT: Struggling Toward Democracy
2 Europe Faces Revolutions
ANALYZING KEY CONCEPTS: Nationalism
3 Nationalism
CASE STUDY
| Italy and Germany
4 Revolutions in the Arts
HISTORY THROUGH ART: Revolutions in Painting
COMPARING AND CONTRASTING: Political Revolutions
Riots in Paris
(page 690)
xiii
Singer sewing machine
(page 720)
Marie Curie (page 765)
CHAPTER © 1700-1900
The Industrial Revolution
1 The Beginnings of Industrialization
GLOBAL IMPACT: Revolutions in Technology
2 Industrialization
CASE STUDY
ANALYZING KEY CONCEPTS: Industrialization
3 Industrialization Spreads
4 Reforming the Industrial World
ANALYZING KEY CONCEPTS: Capitalism i/s. Socialism
DIFFERENT PERSPECTIVES: Industrialization
CHAPTER © 1815-1914
An Age of Democracy and Progress
1 Democratic Reform and Activism
2 Self-Rule for British Colonies
SOCIAL HISTORY: Life in Early Australia
3 War and Expansion in the United States
4 Nineteenth-Century Progress
SCIENCE & TECHNOLOGY: Edison's Inventions
CHAPTER © 1850-1914
The Age of Imperialism
1 The Scramble for Africa
2 Imperialism
CASE STUDY
ANALYZING KEY CONCEPTS: Imperialism
DIFFERENT PERSPECTIVES: Views of Imperialism
3 Europeans Claim Muslim Lands
4 British Imperialism in India
5 Imperialism in Southeast Asia
CHAPTER © 1800-1914
Transformations Around the Globe
1 China Resists Outside Influence
2 Modernization in Japan
HISTORY THROUGH ART: Japanese Woodblock Printing
3 U.S. Economic Imperialism
SCIENCE & TECHNOLOGY: Panama Canal
4 Turmoil and Change in Mexico
COMPARING AND CONTRASTING: Scientific and Technological Changes
England as an octopus in an
American political cartoon (page 785)
714
717
719
723
in
729
734
737
741
744
747
751
756
758
762
763
770
773
779
780
785
786
791
796
802
805
810
814
816
820
822
830
xiv
1900-1945
The World at War
CHAPTER ££) 1914-1918
The Great War
1 Marching Toward War
2 Europe Plunges into War
HISTORY IN DEPTH: The New Weapons of War
SCIENCE & TECHNOLOGY: Military Aviation
3 A Global Conflict
DIFFERENT PERSPECTIVES: Views of War
4 A Flawed Peace
CHAPTER i 1900-1939
Revolution and Nationalism
1 Revolutions in Russia
ANALYZING KEY CONCEPTS: Communism
2 Totalitarianism
CASE STUDY
Stalinist Russia
ANALYZING KEY CONCEPTS: Totalitarianism
HISTORY THROUGH ART: Propaganda
3 Imperial China Collapses
HISTORY IN DEPTH: The Long March
4 Nationalism in India and Southwest Asia
CHAPTER © 1919-1939
Years of Crisis
1 Postwar Uncertainty
SOCIAL HISTORY: Labor-Saving Devices in the United States
2 A Worldwide Depression
3 Fascism Rises in Europe
ANALYZING KEY CONCEPTS: Fascism
4 Aggressors Invade Nations
CHAPTER © 1939-1945
World War II
1 Hitler's Lightning War
2 Japan's Pacific Campaign
3 The Holocaust
4 The Allied Victory
GLOBAL IMPACT: Arming for War
5 Europe and Japan in Ruins
COMPARING AND CONTRASTING: The Changing Nature of Warfare
838
841
845
848
850
851
857
858
Machine gun (page 848)
864
867
872
874
875
880
882
885
887
894
897
902 Mohandas K. Gandhi
904 (P a § e 866 >
910
911
915
922
925
931
936
940
946
948
954
Japanese attack on
Pearl Harbor (page 932)
XV
1945-Present
Perspectives on the Present
Winston Churchill, Franklin D.
Roosevelt, and Joseph Stalin
(page 965)
Nelson Mandela (page 1044)
CHAPTER ^ 1945-Present
Restructuring the Postwar World
1 Cold War: Superpowers Face Off
SCIENCE & TECHNOLOGY: The Space Race
2 Communists Take Power in China
3 Wars in Korea and Vietnam
4 The Cold War Divides the World
HISTORY IN DEPTH: How the Cold War Was Fought
5 The Cold War Thaws
CHAPTER ( | 1945-Present
The Colonies Become New Nations
1 The Indian Subcontinent Achieves Freedom
2 Southeast Asian Nations Gain Independence
SOCIAL HISTORY: Changing Times in Southeast Asia
3 New Nations in Africa
4 Conflicts in the Middle East
HISTORY IN DEPTH: Signs of Hope
5 Central Asia Struggles
CHAPTER ( 1945-Present
Struggles for Democracy
1 Democracy
Wivi*.ini»yi Latin American Democracies
2 The Challenge of Democracy in Africa
3 The Collapse of the Soviet Union
4 Changes in Central and Eastern Europe
HISTORY IN DEPTH: Ethnic Groups in the Former Yugoslavia
5 China: Reform and Reaction
HISTORY THROUGH ART: Photojournalism
ISS satellite (page 1072)
CHAPTER ( 1960-Present
Global Interdependence
1 The Impact of Science and Technology
2 Global Economic Development
ANALYZING KEY CONCEPTS: Globalization
DIFFERENT PERSPECTIVES: Economics and the Environment
3 Global Security Issues
4 Terrorism
CASE STUDY
September 1 1, 2001
5 Cultures Blend in a Global Age
GLOBAL IMPACT: Rock 'n' Roll
COMPARING AND CONTRASTING: Nation Building
962
965
971
972
976
982
983
988
994
997
1004
1010
1012
1017
1022
1024
1030
1033
1040
1046
1052
1057
1059
1064
1068
1071
1075
1078
1081
1082
1087
1093
1094
1100
xvi
Skillbuilder Handbook
R1
Section 1 : Reading Critically
1.1 Determining Main Ideas R2
1.2 Following Chronological Order R3
1 .3 Clarifying; Summarizing R4
1.4 Identifying Problems and Solutions R5
1 .5 Analyzing Causes and Recognizing Effects R6
1.6 Comparing and Contrasting R7
1.7 Distinguishing Fact from Opinion R8
Section 2: Higher-Order Critical Thinking
2.1 Categorizing R9
2.2 Making Inferences RIO
2.3 Drawing Conclusions Rll
2.4 Developing Historical Perspective R12
2.5 Formulating Historical Questions R13
2.6 Making Predictions R14
2.7 Hypothesizing R15
2.8 Analyzing Motives R16
2.9 Analyzing Issues R17
2.10 Analyzing Bias R18
2.1 1 Evaluating Decisions and Courses of Action R19
2.12 Forming and Supporting Opinions R20
2.13 Synthesizing R21
Primary Source Handbook
Rig Veda, Creation Hymn R40
Bible, Psalm 23 R41
Confucius, Analects R42
Thucydides,
History of the Peloponnesian War R43
Plato, The Apology R44
Tacitus, Annals R45
Qur'an R46
Sei Shonagon, The Pillow Book R47
Magna Carta R48
Popol Vuh R49
Niccolo Machiavelli, The Prince R50
Sir Thomas More, Utopia R51
James Madison, The Federalist , " Number 5 1 " R52
Economics Handbook
Glossary
Spanish Glossary
Section 3: Exploring Evidence: Print, Visual,
Technology Sources
3.1 Analyzing Primary and Secondary Sources R22
3.2 Visual, Audio, and Multimedia Sources R23
3.3 Using the Internet R24
3.4 Interpreting Maps R25
3.5 Interpreting Charts R27
3.6 Interpreting Graphs R28
3.7 Analyzing Political Cartoons R29
Section 4: Creating Presentations
4.1 Writing for Social Studies R30
4.2 Creating a Map R31
4.3 Creating Charts and Graphs R32
4.4 Creating and Using a Database R33
4.5 Creating a Model R34
4.6 Creating/Interpreting a Research Outline R35
4.7 Creating Oral Presentations R36
4.8 Creating Written Presentations R37
R39
Mary Wollstonecraft,
A Vindication of the Rights of Woman R53
Elisabeth Vigee-Lebrun,
Memoirs of Madame Vigee-Lebrun R54
Sadler Committee, Report on Child Labor R55
Abraham Lincoln, Second Inaugural Address R56
Elizabeth Cady Stanton,
The Natural Rights of Civilized Women R57
Woodrow Wilson, The Fourteen Points R58
Elie Wiesel, Night R59
Jeanne Wakatsuki Houston and James D. Houston,
Farewell to Manzanar R60
Nelson Mandela, Inaugural Address R61
Martin Luther King, Jr., I Have a Dream R62
Cesar Chavez, An Open Letter R63
R64
R76
R92
Patterns of Interaction Video Series
Each video in the series Patterns of Interaction relates to a
Global Impact feature in the text. These eight exciting videos
show how cultural interactions have shaped our world and how
patterns in history continue to the present day.
Volume 1
Building Empires
The Rise of the Persians and the Inca
Watch the Persian and Incan empires expand and rule
other peoples, with unexpected results for both con-
quered and conquering cultures.
Trade Connects the World
Silk Roads and the Pacific Rim
Explore the legendary trade routes of the Silk Roads
and the modern trade in the Pacific Rim, and notice
how both affect much more than economics.
Volume 3
Struggling Toward Democracy
Revolutions in Latin America and South Africa
Examine the impact of democratic ideas that incite
people to join revolutions in 19th-century Latin
America and 20th-century South Africa.
Technology Transforms an Age
The Industrial and Electronic Revolutions
See how another kind of revolution, caused by
innovations in industry and communication, brings
change to the modern world.
Volume 2
Volume 4
The Spread of Epidemic Disease
Bubonic Plague and Smallpox
Look for sweeping calamities and incredible conse-
quences when interacting peoples bring devastating
diseases to one another.
The Geography of Food
The Impact of Potatoes and Sugar
Notice how the introduction of new foods to a region pro-
vides security to some and spells disaster for others.
Arming for War
Modern and Medieval Weapons
Watch how warring peoples’ competition in military
technology has resulted in a dangerous game of
developing bigger, better, and faster weaponry
throughout the ages.
Cultural Crossroads
The United States and the World
Observe how universal enjoyments like music, sports,
and fashion become instruments of cultural blending
worldwide.
Glohal-tmpaet:. The Spread of Epid^u Disease
The Bubonic Plague
The bubonic plague, or Black ^-thirds of ^population in some
15 to Southwest Asia, and then
and rats in their food
ASIA
^ ^ MONGOLIA
' OThedi5ea ts e alon me th W e th
trade routes of Asia to
SOUTHWEST CHINA 'ocEAK
\ ASIA V
' a INDIA ° 1 '°°° " S
0 — 2,000 Kilometers
0. in 1345-1346,
Ita^yVCngly bringing
iPjr Y w k
D^Harnc nf Interaction
The disk icon in the
Global Impact feature provides
you with a link to the Patterns
of Interaction video series.
PATTERNS of
INTERACTION
I CULTURAL ACROSS TIMES PLACE i
xviii
Features
Analyzing Key Concepts
Culture
Civilization
Judaism
Western Civilization
Roman Catholicism and
Eastern Orthodoxy
Feudalism
Protestantism
Mercantilism
Absolutism
Democracy
Nationalism
Industrialization
Capitalism vs. Socialism
Imperialism
Communism
Totalitarianism
Fascism
Globalization
6
21
80
180
305
361
491
574
594
643
688
727
737
780
872
875
911
1078
Analyzing Primary Sources
Hammurabi's Code of Laws
33
The Conquest of Constantinople
509
The Ten Commandments
79
The Horrors of the Middle Passage
569
Assyrian Sculpture
97
Laws Protect Freedom
631
A Husband's Advice
129
Laws Ensure Security
631
Resisting Mongol Rule
310
Starvation in Ireland
754
Rebelling Against the Mongols
310
Allied View of Armistice
855
Daily Life of a Noblewoman
368
German Reaction to Armistice
855
Daily Life of a Peasant Woman
368
Satyagraha
888
The Magna Carta
395
Nonviolence
888
Mansa Musa's Kingdom
416
Writers of the "Lost Generation"
898
Islamic Law in Mogadishu
424
The Palestinian View
1020
The Market at Tlatelolco
455
The Israeli View
1020
Tenochtitlan— A Bustling City
455
Ken Saro-Wiwa
1042
The Renaissance Man
473
Training the Chinese Army
1061
The Renaissance Woman
473
Analyzing Art, Artifacts, Architecture, Political Cartoons, Photographs
The Aryan Caste System
64
Peasant Life
481
Nok Sculpture
217
"Right Leg in the Boot at Last"
695
Pillars of Aksum
228
Motion Studies
700
A Bison Kill Site
238
Warlike Japan
812
The Dome of the Rock
266
Juarez: Symbol of Mexican
Muslim Art
277
Independence
824
Women of the Heian Court
341
Guernica
918
Chivalry
365
Military Rule and Democracy
1037
Great Zimbabwe
426
Glasnost
1047
Perspective
474
Different Perspectives: Using Primary and Secondary Sources
The Flood Story
83
The French Revolution
662
The Fall of the Roman Empire
177
Industrialization
741
The Crusades
386
Views of Imperialism
785
The Reformation
501
Views of War
857
The Legacy of Columbus
560
Economics and the Environment
1081
European Values During
the Enlightenment
635
XIX
Features
Social History:^
Work and Play in Ancient
Egypt 42
Bull Leapers of Knossos 73
Life in a Roman Villa 166
Chinese Society 202
Collecting Water 215
Muslim Prayer 268
Tang and Song China: People
and Technology 328
An Age of Superstition 371
Surnames 388
Negotiating Conflict in Stateless
Societies
410
Islam in West Africa
417
Iroquois Women
445
Incan Mummies
464
City Life in Renaissance
Europe
486
China's Population Boom
540
Surviving the Russian Winter
612
Bread
655
Nationalistic Music
689
Life in Early Australia
756
Social Class in India
793
The Frozen Front
849
Ukrainian Kulaks
879
Labor-Saving Devices in the
United States
902
Life in the Depression
907
Changing Times in Southeast
Asia
1010
The Romanian Language
1055
Molecular Medicine
1074
Science & Technology
Plumbing in Mohenjo-Daro
47
The Guillotine
659
The Colosseum
182
Edison's Inventions
763
African Ironworking
218
Panama Canal
820
Astronomy
275
Military Aviation
850
Castles and Siege Weapons
366
The Space Race
971
The Tools of Exploration
531
History in Depth
Time Line of Planet Earth 9
The Neolithic Ice Man 15
Pyramids and Mummies 39
The Rosetta Stone 40
Lady Hao's Tomb 52
Phoenician Trade 75
Egyptian Influence on Nubian
Culture 92
The Great Wall of China
108
Festivals and Sports
130
Gladiator Games
165
Headhunters
247
Nazca Lines
248
A Mighty Fighting Force
332
Japanese Samurai
342
md Empir
geologists believe ^ tw0 ma zn calendar^
om the Maya system. Th ^ and an agricultural or
zcred one with 13 * ce that this comes to 360 days.
ne with 18 m<» ths of 20 five-day per iod known as
”"r~ oo •“ ““
k Aztec Gods ds They
-the Aztecs worsh.ped daily life,
were a vital “different gods depending
lhe AZteCS d v week, month, year, and n*g»»
m Aztec Sunstone ce[emonia i p i a za of
Originally located in i the > ^ measute s 13
Tenochtitlan, the Aztec ca was uncove red
feet in diameter "hs^m^ as # is cal led
in MeXiC ° 'wealth of information about the days that
contains a wealth o nths , the gods
began and ended the Azte othet detal i s .
associated with the days, and many
rendition of the
, ^e^cle of the Sunstone. in the
center is the god Tonatiuh.
The four squares that surround ^ ^
Tonatiuh time of the
r2r.r«ateU.nd, and Rain.
S^sgE.
over the'day/fhe symbol pointed to
here is Ocelotl, the jaguar.
History Depth
Building the Taj Mahal
Some 20,000 workers labored for 22
years to build the famous tomb. It is
made of white marble brought from
250 miles away. The minaret towers
are about 130 feet high. The
building itself is 186 feet square.
The design of the building is a
blend of Hindu and Muslim styles.
The pointed arches are of Muslim
design, and the perforated marble
windows and doors are typical of a
style found in Hindu temples.
The inside of the building is a
glittering garden of thousands of
carved marble flowers inlaid with tiny
precious stones. One tiny flower, one
inch square, had 60 different inlays.
masnms^sr
INTERNET ACTIVITY Use the Internet to
take a virtual trip to the Taj Mahal.
Create a brochure about the building.
Go to classzone.com for your research.
The Medieval Manor
362
Gothic Architecture
381
Craft Guilds
388
Muslim Scholars
391
The Longbow
402
Queen Amina's Reign
418
The Aztec Calendar
457
Building the Taj Mahal
520
A Ship's Rations
532
The Forbidden City
538
Zen Buddhism
547
Pirates
563
Slavery
567
The Palace at Versailles
600
Emancipation
691
Inventions in America
720
Acadians to Cajuns
752
Social Darwinism
766
Winston Churchill and the
Boer War
778
Suez Canal
789
The Armenian Massacre
844
The New Weapons of War
848
The Long March
885
Investing in Stocks
906
Jewish Resistance
938
Berlin Airlift
969
The Red Guards
975
How the Cold War Was
Fought
983
Genocide in Rwanda
1016
Signs of Hope
1022
Destroying the Past
1026
Ethnic Groups in the
Former Yugoslavia
1057
XX
History through Art
Cave Paintings 12
Greek Art and Architecture 140
Hindu and Buddhist Art 198
Olmec Sculpture 244
Russian Religious Art and
Architecture 312
Benin Bronzes 420
Maya Architecture 450
Renaissance Ideas Influence
Renaissance Art 478
Cultural Blending in Mughal India 522
Revolutions in Painting 702
Japanese Woodblock Printing 814
Propaganda 880
Photojournalism 1064
Connect to Today
Chad Discovery
11
Shakespeare's Popularity
483
Northern Ireland Today
755
Iraq's Ancient Treasures at Risk
23
Women Leaders of the Indian
Special Economic Zones
806
Scorpion King
37
Subcontinent
519
Tiananmen Square
883
Buddhism in the West
71
Trading Partners
535
A New War Crimes Tribunal
950
Modern Marathons
133
Kabuki Theater
545
Vietnam Today
981
Entertainment in India:
U.S. Democracy
617
The Taliban
987
Bollywood
195
Cybercafes
637
The Coldest War
999
Bantu Languages: Swahili
223
Left, Right, and Center
657
Turkey
317
Congress of Vienna and the
Acupuncture
325
United Nations
675
Two Koreas
347
Child Labor Today
728
Epic Films
367
Communism Today
738
Global Impact*
The Royal Road
102
The Bubonic Plague
400
Industrialization in Japan
732
The Jewish Diaspora
170
Swahili
427
The Women's Movement
749
The Spread of Buddhism
197
The Printing Press
484
Western Views of the East
813
Papermaking
203
Jesuit Missionaries
500
The Influenza Epidemic
853
Trade Networks: Silk Roads
204
The Columbian Exchange
572
Fascism in Argentina
914
A Road Paved with Gold: Aksum
Tulip Mania
592
The Atomic Bomb
946
to Rome
227
The French Revolution
644
Rock 'n' Roll
1094
The Thousand and One Nights
276
Struggling Toward
Democracy
684
Revolutions in Technology
719
Global Patterns
The Incan System of Record
The Epic
179
Other Renaissances
477
Keeping
20
Pyramids
242
East Meets West
611
Pythagorean Theorem
148
Warriors and Animal Symbols
454
International Baseball
1094
XXI
Features (continued)
History Makers
The Leakey Family
7
Hammurabi
34
Siddhartha Gautama
68
King Solomon
81
Hatshepsut
90
Confucius, Laozi
105
Pericles
135
Socrates
139
Plato
139
Aristotle
139
Alexander
143
Hannibal
158
Julius Caesar
161
Augustus
162
Asoka
190
Chandragupta Maurya
190
Ibn Rushd
279
Empress Theodora
303
Ivan III
311
Malik Shah
315
Tang Taizong
324
Wu Zhao
324
Genghis Khan
331
Kublai Khan
337
Marco Polo
337
Benedict
355
Scholastica
355
Richard the Lion-Hearted
384
Saladin
384
Eleanor of Aquitaine
394
Joan of Arc
403
Sundiata
415
Mansa Musa
415
Pachacuti 460
Medici Family 472
Leonardo da Vinci 475
Michelangelo Buonarroti 475
Martin Luther 489
Elizabeth I 494
John Calvin 496
Suleyman the Lawgiver 510
Akbar 518
Prince Henry 530
Kangxi 539
Francisco Pizarro, Atahualpa 557
Louis XIV 598
Maria Theresa 606
Frederick the Great 606
Peter the Great 609
Voltaire 630
Mary Wollstonecraft 633
Catherine the Great 639
Thomas Jefferson 641
Louis XVI 653
Marie Antoinette 653
Jean-Paul Marat 658
Napoleon Bonaparte 664
Simon Bolivar 683
Jose de San Martin 683
Otto von Bismarck 696
Ludwig van Beethoven 699
Adam Smith 735
Karl Marx 736
Jane Addams 740
Queen Victoria and Prince Albert 748
Abraham Lincoln 761
Marie Curie
765
Samori Toure
782
Queen Liliuokalani
799
Jose Marti
818
Porfirio Diaz
825
Emiliano Zapata
826
Kaiser Wilhelm II
842
Woodrow Wilson
859
Georges Clemenceau
859
V. 1. Lenin
868
Joseph Stalin
877
Mustafa Kemal
890
Benito Mussolini
912
Adolf Hitler
912
Winston Churchill
927
General Douglas MacArthur
934
General Dwight D. Eisenhower
944
Mao Zedong
974
Ho Chi Minh
978
Fidel Castro
985
Imre Nagy
989
Alexander Dubcek
989
Jawaharlal Nehru
1000
Aung San Suu Kyi
1006
Jomo Kenyatta
1013
Golda Meir
1019
Nelson Mandela
1044
F. W. de Klerk
1044
Mikhail Gorbachev
1048
Boris Yeltsin
1048
Vladimir Putin
1051
Jiang Zemin
1062
Mother Teresa
1084
Comparing & Contrasting
Unit 1
Ancient Civilizations
112
Unit 2
Classical Ages
252
Unit 3
Trade Networks
430
Unit 4
Methods of Government
578
Unit 5
Political Revolutions
706
Unit 6
Scientific and
Technological Changes
830
Unit 7
The Changing Nature of Warfare
954
Unit 8
Nation Building
1100
XXII
Historical and Political Maps
Unit 1
Prehistoric World to 2500 B.c. 3
Early Human Migration, 1,600,000-10,000 B.c. 10
Agriculture Emerges, 5000-500 B.c. 17
Four River Valley Civilizations 27
The Fertile Crescent, 2500 b.c. 30
Ancient Egypt, 3000-2000 B.c. 36
Ancient India, 2500-1500 B.c. 45
Ancient China, 2000-200 B.c. 51
World Climate Regions 57
The Ancient World, 1500 B.C.-250 B.c. 59
Indo-European Migrations, Starting
about 1700 B.c. 62
The Patterns of Ancient Trade, 2000-250 B.c. 75
Canaan, the Crossroads, 2000-600 b.c. 78
Ancient Empires, 700 b.c-221 b.c. 87
Kush Empire, 700 B.c. 93
Assyrian Empire, 650 B.c. 96
Persian Empire, 500 B.c. 101
A Ride Along the Royal Road 102
The Qin Dynasty, 221-202 B.c. 108
Ancient Civilizations 112
Unit 2
Greek City-States, 750 b.c. 121
Mycenaean Greece, c. 1250 b.c. 124
The Persian Wars, 490-479 B.c. 132
Peloponnesian War, 431-404 B.c. 137
Alexander and His Successors, 336-300 b.c. 144
The Roman World, 265 b.c.-a.d. 117 153
Punic Wars, 264-146 B.c. 159
Trade in the Roman Empire, a.d. 200 163
Spread of Christianity in the Roman World
toA.D. 500 171
Invasions into the Roman Empire, a.d. 350-500 175
India and China, 321 b.c.-a.d. 9 187
Indian Empires, 250 b.c.-a.d. 400 191
Asian Trade Routes, a.d. 400 196
Han Dynasty, 200 b.c.-a.d. 220 201
Former Han, 200 B.c. 201
Silk Roads 204
Spread of Iron-Working, 500 b.c.-a.d. 700 21 1
Vegetation Regions of Africa 214
Bantu Migrations, 3000 b.c.-a.d. 1100 222
Aksum, A.D. 300-700 226
Land Area of Africa 231
American Civilizations, 1200 b.c.-a.d. 700 233
Migration Routes, 40,000-10,000 B.c. 237
Olmec Civilization, 900 b.c. 241
Early Civilizations, 1200 b.c.-a.d. 700 247
Early America, 1200 b.c.-a.d. 700 251
Territory Controlled by Classical Societies 253
Unit 3
Muslim World, 1200 261
Trade Routes, a.d. 570 264
Three Empires: Byzantine, Russian, Seljuk, c. 1100 299
Constantinople, a.d. 550 302
The Viking Invasions of Eastern Europe, 820-941 308
The Khanate of the Golden Horde, 1294 309
East and Southeast Asia, 900-1200 321
The Steppe 330
The Mongol Empire, 1294 334
Japan to 1300 340
Southeast Asia, 900-1200 345
Population Density: Tang Dynasty 349
Europe, c. 500 351
Charlemagne's Empire, 768-843 356
Invasions in Europe, 700-1000 359
The Holy Roman Empire, 1 100 372
Europe, 14th Century 377
The Crusades, 1096-1204 383
Route of the Plague 400
Africa, 800-1500 407
Selected African Societies, 800-1500 41 1
Empire of Ghana, a.d. 1000 414
Empire of Mali, a.d. 1400 414
Empire of Songhai, a.d. 1500 414
East African Trade, 1000 423
Western Africa, 2003 429
Trade Routes: Africa, Asia, Europe, 1500 430
Unit 4
The Americas, 800 b.c.-a.d. 1535 439
North American Culture Areas, c. 1400 442
Mesoamerican Civilizations, 200 b.c.-a.d. 1521 447
South American Culture Areas, 100-1535 461
Europe, 1500 469
Religions in Europe, 1560 497
Spread of Protestantism 497
Empire Builders, 1683 505
Ottoman Empire, 1451-1566 508
Safavid Empire, 1683 514
Growth of the Mughal Empire, 1526-1707 517
Early Explorations, 1400s 527
Europeans in the East, 1487-1700 534
Japan in the 17th Century 543
European Claims in America, 1700 551
European Exploration of the Americas, 1492-1682 555
Europeans in North America, 1754 and 1763 564
Triangle Trade System, 1451-1870 568
Four Governments 578
XXIII
Historical and Political Maps (continued)
Unit 5
Europe, 1650 587
Defeat of the Spanish Armada, 1588 590
Europe After the Thirty Years' War, 1648 604
The Expansion of Russia, 1500-1800 610
The English Civil War, 1642-1645 616
Modern European Monarchs, 2003 619
Centers of Enlightenment, c.1740 621
North America, 1783 642
Napoleon's Empire, 1810 649
War in Europe, 1805-1813 666
Napoleon's Russian Campaign, 1812 670
Europe, 1810 and 1817 674
Great Britain and France, 1810 677
Revolutions, 1848 679
Enlightenment Ideas Spread to Latin America,
1789-1810 684
Latin America, 1800 and 1830 685
The Unification of Italy, 1858-1870 694
The Unification of Germany, 1865-1871 697
Unit 6
Industry in Europe, 1870 715
The Growth of Railroads in the United States 730
Western Democracies, 1900 745
Australia and New Zealand to 1850 753
U.S. Expansion, 1783-1853 759
Civil War in the United States, 1861-1865 760
Colonial Claims, 1900 771
Imperialism in Africa, 1878 and 1913 111
Traditional Ethnic Boundaries of Africa 111
Nigeria, 1914 781
Resistance Movements in Africa, 1881-1906 783
Ottoman Empire, 1699-1914 787
Suez Canal 789
Western-Held Territories in Asia, 1910 792
Colonies in Southeast Asia, 1895 797
The British Empire, 1900 801
Colonial Powers Carve Up China, 1850-1910 803
China: Spheres of Influence and Treaty Ports, c. 1900 808
The Spanish-American War, 1898: the Caribbean
and the Philippines 819
Panama Canal 820
Unit 7
Europe, 1914 839
The Balkan Peninsula, 1914 843
World War I in Europe, 1914-1918 846
Galipoli Campaign, 1915 851
The World at War, 1914-1918 852
Europe Pre-World War I 860
Europe Post-World War I 860
Southwest Asia, 1926 865
Russian Revolution and Civil War, 1905-1922 870
The Long March 885
Oil Fields, 1938 891
Expansion in Europe, 1931-1939 895
Aggression in Africa, 1935-1939 917
Aggression in Asia, 1931-1937 917
European and African Battles, 1939-1945 923
World War II: German Advances, 1939-1941 926
World War II in Asia and the Pacific, 1941-1945 933
Battle of Midway, June 1942 933
World War II: Allied Advances, 1942-1945 942
The D-Day Invasion, June 6, 1944 944
Nazi Labor and Death Camps 953
Unit 8
Cold War Enemies, 1949 963
Superpower Aims in Europe 966
Divided Germany, 1948-1949 969
War in Korea, 1950-1953 977
War in Vietnam, 1957-1973 979
How the Cold War Was Fought 983
Cold War Hot Spots, 1948-1975 984
New Nations, 1946-1991 995
The Indian Subcontinent, 1947 998
Southeast Asia, 1945-1975 1005
Africa, 1955 1014
Africa, 1975 1014
The Middle East, 1947-present 1018
Central Asia 1025
Types of Government, 2003 1031
Latin America, 2003 1035
Africa, 1967 1041
Regions of Nigeria, 1967 1041
The Breakup of the Soviet Union, 1991 1049
Major Industries of Germany, 2003 1054
Ethnic Groups in the Former Yugoslavia 1057
World Migration, 2002 1069
World Trading Blocks, 2003 1077
World AIDS Situation, 2004 1085
The D-Day Invasion, June 6, 1944
English Channel
Quinevill
x
SteT-Mere Eglise
v- *
21st ARMY GROUP
COMMANDER OF GROUND FORCES
Montgomery
POINTE-DU-HOC
La Madeleine
Vierville*
y Col levi lie
1 ■ J s 'gnY Trevieres*
Bayeux
± Allied forces
fifetl Flooded areas
Glider landing areas
• © Planned drop zones
Charts
Chinese Writing 53
Language Family Resemblances 61
The Four Noble Truths 69
Alphabets— Ancient and Modern 74
The Sacred Writings of Judaism 80
Chinese Ethical Systems 106
Characteristics of Civilizations 1 14
Forms of Government 128
Athenian and United States Democracy 134
Greek Astronomy 147
Comparing Republican Governments 157
Roman Emperors, a.d. 37-a.d. 180 164
Multiple Causes: Fall of the Western Roman Empire 174
Comparing Two Great Empires: Han China and Rome 206
Migration: Push-Pull Factors 221
The Effects of Agriculture 239
Cultural Achievements 254
Basic Differences Between Sunni and Shi'a Muslims 271
Muslim Population, 1990s 281
A Comparison of World Religions and Ethical Systems 296
The 1 1th Century: Comparing Two Churches 305
Five Empires 319
Inventions of Tang and Song China 328
The Commercial Revolution 390
The Development of England and France 397
If the Plague Struck America Today 401
Population in Europe, 1000-1340 405
Selected African Societies, 800-1500 41 1
East African Trade Goods 423
Major Trade Networks 432
Rise and Fall of the Maya 449
Rise and Fall of the Aztecs 458
Rise and Fall of the Inca 463
Causes of the Reformation 488
Religious Beliefs and Practices in the 16th Century 491
Cultural Blending 513
Key Characteristics 578
Changing Idea: Scientific Method 626
Graphs
Agricultural Revolution 17
Topography 121
Major Movie Producers, 2000 195
Cities, a.d. 900 273
World Population's Religious Affiliations 282
Population of Three Roman Cities 375
Death Tolls, 1300s 400
The Division of Christianity 491
Comparison of Empires 525
The Growth of Early Modern China 540
Native Population of Central Mexico, 1500-1620 556
Africans Enslaved in the Americas, 1451-1870 568
Debt of the Royal Family, 1643-1715 602
Average High Temperature for January, Russian Cities 613
Average High Temperature for January, U.S. Cities 613
Voters in the 2000 U.S. Presidential Election 643
Percent of Income Paid in Taxes 652
Beheading by Class 659
The Divisions in Spanish Colonial Society, 1789 681
British Cotton Consumption, 1800-1900 719
Growth of Cities 727
The Growth of Cities, 1700-1900 743
Expansion of Suffrage in Britain 748
Changing Idea: The Right to Govern 629
Major Ideas of the Enlightenment 632
Changing Idea: Relationship Between
Ruler and State 638
Changing Idea: Colonial Attachment to Britain 642
Enlightenment Ideas and the U.S. Constitution 643
Eligible Voters 643
Population of France, 1787 652
Positive and Negative Results of Nationalism 688
Types of Nationalist Movements 692
Causes of the Revolutions 708
Effects of Revolutions 710
Capitalism vs. Socialism 737
Rise of Mass Culture 767
Forms of Imperialism 780
Imperial Management Methods 780
Reforms of Mexican Constitution of 1917 827
Two Top Fighter Planes: A Comparison 850
The Treaty of Versailles: Major Provisions 861
Causes and Effects of Two Russian Revolutions, 1917 871
Evolution of Communist Thought 872
Key Traits of Totalitarianism 875
Characteristics of Fascism 91 1
Jews Killed Under Nazi Rule 939
Hiroshima: Day of Fire 946
Costs of World War II: Allies and Axis 949
Superpower Aims in Europe 966
Chinese Political Opponents, 1945 973
Major Strategies of the Cold War 983
U.S.-Soviet Military Power, 1986-1987 993
Making Democracy Work 1033
Differences Among the Ethnic Groups 1057
Mao's Attempts to Change China 1059
Internet Users Worldwide, 2007 1073
Arguments For and Against Economic Globalization 1078
International Casualties of Terrorism, 1997-2002 1089
National Characteristics 1102
The Great Famine, 1845-1851 754
Australia's Population 757
Civil War Deaths 760
Independent African Countries 780
Tolls Collected on the Panama Canal, 1916-1920 829
World War I Statistics 856
The Buildup of the Soviet Economy, 1928-1938 878
Oil Output, 1910-1940 893
Mechanical Washing Machines Shipped 903
Persons Employed as Private Laundress 903
Stock Prices, 1 925- 1 933 906
Unemployment Rate, 1928-1938 908
World Trade, 1 929- 1 933 908
Military Casualties, World War I and World War II 958
Countries Aided by the Marshall Plan, 1948-1951 968
Poverty Levels in Asia 1002
ASEAN Exports, 1990-2001 1011
Brazilian Economy, 1955-2000 1036
Population Living in Poverty, 2001 1038
Some Major Internet Nations, 2007 1073
Multinational Corporations, 2002 1076
Total Attacks, 1982-2002 1089
Number of Refugees, 1992-2002 1099
XXV
Time Lines, Infographics, and Political Cartoons
Time Lines
Chapter 1
2
Chapter 12
320
Chapter 26
744
Hominid Development
8
Dynasties of China, 500-1400
338
Chapter 27
770
Time Line of Planet Earth
9
Chapter 13
350
Chapter 28
802
Chapter 2
26
Chapter 14
376
Scientific and Technological
Chapter 3
58
Chapter 15
406
Changes
830
Chapter 4
86
Chapter 16
438
Chapter 29
838
Civilizations of the Ancient World
113
Chapter 17
468
Chapter 30
864
Chapter 5
120
Henry VIII Causes Religious
Chapter 31
894
Alexander's Empire and Its Legacy,
Turmoil
492
Aggression in Europe, Asia,
336-306 b.c.
145
Chapter 18
504
and Africa, 1931-1939
916
Chapter 6
152
Chapter 19
526
Chapter 32
922
Ancient Rome and Early
Chapter 20
550
Technology of War
954
Christianity
184
Three Worlds Meet, 1492-1700
573
Chapter 33
962
Chapter 7
186
Chapter 21
586
The Space Race
971
India and China Establish Empires
208
Chapter 22
620
Chapter 34
994
Chapter 8
210
Major Steps in the Scientific
A Turbulent History
1001
Chapter 9
232
Revolution
626
The Israeli-Palestinian Struggle
1021
Classical Ages
252
Chapter 23
648
Chapter 35
1030
Chapter 10
260
Chapter 24
678
South Africa, 1948-2000
1045
Chapter 1 1
298
Political Revolutions
706
Chapter 36
1068
Byzantines, Russians, and Turks
318
Chapter 25
714
Five Developing Nations
1100
Infographics
Table of "Components of Culture"
6
Chinese Inventions
322
The Palace at Versailles
600
How Culture Is Learned
6
Japanese Samurai
342
Expansion of U.S. Voting Rights
643
Characteristics of Civilization
Southeast Asia, 900-1200
345
Conquerors of the Bastille Parade
650
in Sumer
21
Western European Peasants, 1100s
352
The Guillotine
659
The City of Ur
22
European Feudalism
361
Napoleon's Russian Campaign,
The Mighty Nile
36
Japanese Feudalism
361
1812
670
Pyramids and Mummies
39
The Medieval Manor
362
Bonds That Create a Nation-State
688
Monsoon Winter and Summer
45
Castles and Siege Weapons
366
Model of a Revolution
707
Dynastic Cycle in China
54
Crusade Party
378
The Day of a Child Laborer,
Merchant Ships
75
Gothic Architecture
381
William Cooper
724
The Great Wall of China
108
The Commercial Revolution
390
Effects of Industrialization
727
Greek Astronomy
147
Route of the Plague
400
An Age of Inventions
764
A Roman Villa
166
If the Plague Struck
China and Japan Confront
The Colosseum
182
America Today
401
the West
811
Chinese Society
202
Trade in the Sahara
408
Panama Canal Cross-Section
820
Hunter-Gatherer Community
212
The Lost-Wax Process
421
Impact of Technological Change
832
Vegetation Regions of Africa
214
Types of Trade Networks
431
Scientific Change
834
African Ironworking
218
The Printing Press
484
Key Traits of Totalitarianism
875
Mammoth hunt
234
The Division of Christianity
491
Characteristics of Fascism
911
Migration Routes
237
The Tools of Exploration
531
Global Corporation
1078
Early Civilizations,
Zheng He's Treasure Ship
537
Ozone Levels
1080
1200 b.c.-a.d. 700
247
The Forbidden City
538
International Terrorist Attacks
1089
Alexandria
262
The Columbian Exchange
572
Destruction in New York City
Major Buddhist Sects
285
Mercantilism
574
and the Pentagon
1090
Major Christian Sects
287
Organization of the Ottoman
Major Hindu Sects
289
Government
580
Major Islamic Sects
291
Organization of the Tokugawa
Major Jewish Sects
293
Shogunate
580
The Five Relationships
295
Absolutism
594
Political Cartoons
Seven-Headed Martin Luther
The Three Estates
"Little Johnny Bull"
"Right Leg in the Boot at Last"
Political Cartoons, 1789 and 1765
Political Cartoon
A Court for King Cholera
"The Devilfish in Egyptian Waters"
501 Warlike Japan
652 Roosevelt Corollary
668 Czechoslovakia's Iron Curtain
695 Philippine Islands
709 Military Rule and Democracy
741 Glasnost
769 Intensive Communism Unit
785 Ship of Fools
812
821
967
1029
1037
1047
1067
1081
XXVI
Primary and Secondary Sources
Chapter 1
Mary Leakey, quoted in National Geographic, 1
Richard E. Leakey, The Making of Mankind, 9
Robert Braidwood, quoted in Scientific American, 16
Richard E. Leakey, The Making of Mankind, 25
Chapter 2
Code of Hammurabi, (trans. L. W. King), 33
Herodotus, The History of Herodotus, 38
Duke of Shao, quoted in The Chinese Heritage, 54
"Hymn to the Nile," from Ancient Near Eastern Texts, 57
Chapter 3
Krishna, speaking in the Mahabharata, 65
Svetasvatara Upanishad. IV. 3-4, 67
Buddha, from Samyutta Nikaya, 69
Herodotus, in History, Book IV (5th century B.C.), 74
Genesis 12:1-2, 77
Deuteronomy 5:6-22, 79
From The Torah, 83
From The Epic of Gilgamesh, 83
From The Fish Incarnation of Vishnu, 83
1 Samuel 8:4-8, 85
Chapter 4
Piankhi, monument in Cairo Museum, 93
Nahum 3:7, 3:18, 97
Ezra 1:2-3, 100
Confucius, Analects, 2.7, 105
Laozi, Dao De Ching, Passage 37, 1 06
Confucius, Analects, 2.3, 1 1 1
Chapter 5
Pericles, an Athenian statesman, 122
Edith Hamilton, "Theseus," Mythology, 122
Thucydides, a historian, 122
Homer, Iliad (tr. Ian Johnston), 126
Xenophon, The Economist, Book 10 (tr. H. G. Dakyns), 129
Pericles, "The Funeral Oration," from The Peloponnesian
War, from Thucydides, 135
Plutarch, Parallel Lives: Marcellus, 148
Aristotle, Politics, 1 5 1
Chapter 6
Livy, The Early History of Rome, 1 55
Tiberius Gracchus, quoted in Plutarch,
The Lives of Noble Greeks and Romans, 1 60
Luke, 6:27-31, 169
St. Augustine, The City of God, 172
Edward Gibbon, The History of the Decline and Fall of
the Roman Empire, 1 77
Arther Ferrill, The Fall of the Roman Empire, 1 77
Finley Hooper, Roman Realities, 1 77
St. Jerome, quoted in Rome:
A Profile of a City, 312-1308, 177
Virgil, Aeneid, 179
Tacitus, Annals, 181
Decree from the Roman Province of Asia, 185
Chapter 7
Megasthenes, in Geography by Strabo, 190
Quote from The Wonder That Was India, 194
Sima Qian, Records of the Grand Historian, 202
Ban Gu and Ban Zhao in History of the Former
Han Dynasty, 204
Asoka, in A History of Modern India, 209
Chapter 8
Djeli Mamoudou Kouyate, from S undiata,
an Epic of Old Mali, 216
Cosmas, quoted in Travellers in Ethiopia, 226
King Ezana of Aksum, quoted in Africa: Past and Present, 226
From Travellers in Ethiopia, 231
Chapter 9
Thomas Canby, "The Search for the First Americans," National
Geographic, 236
Walter Alva, "Richest Unlooted Tomb of a Moche Lord," National
Geographic, 249
Brian Fagan, quoted in The Peru Reader, 251
Chapter 10
Qur'an sura 96:1-5, 265
Khalid Ibn al-Walid, quoted in Early Islam, 270
Muhammad, quoted in The Sayings of Muhammad, 27 A
Ikhwan As-Safa, quoted in The World of Islam, 279
Abd Al-Latif, quoted in A History of the Arab Peoples, 281
World Religions and Ethical Systems
Dhammapada 365, 285
Acts 16:30-31, 287
From the Rig Veda 1.125.5, 289
Qur'an sura 31 :20, 291
Deuteronomy 6:4, 293
Confucius, Analects 1.16, 295
Karen Armstrong, A History of God, 297
Chapter 1 1
Theodora, quoted by Procopius in History of the Wars, 303
Saint Basil, quoted in The Letters, 304
From The Primary Chronicle, 308
From Medieval Russia, 3 1 0
Jalaludin Rumi, from Unseen Rain, 315
Wassaf, quoted in The Mongol Empire, 317
Zenkovsky, Medieval Russia's Epics, Chronicles, and Tales, 319
Chapter 12
Tu Fu, "Moonlight Night," 326
Marco Polo, The Travels of Marco Polo, 337
Sung Lien, quoted in The Essence of Chinese Civilization, 349
PRIMARY SOURCE
The same moon is above Fuzhou tonight;
From the open window she will be watching it alone,
The poor children are too little to be able to
remember Ch'ang-an.
Her perfumed hair will be dampened by the dew, the
air may be too chilly on her delicate arms.
When can we both lean by the wind-blown curtains
and see the tears dry on each other's face?
TU FU, "Moonlight Night"
Chapter 13
Einhard, Life of Charlemagne, 356
William Langland, Piers Plowman, 363
From The Song of Roland, 367
From Women in Medieval Times, 368
Pope Gregory, cited in Basic Documents in Medieval History, 372
Geoffrey Chaucer, The Canterbury Tales, 375
Chapter 14
Emperor Alexius Comnenus, quoted in The Dream and
the Tomb by Robert Payne, 382
Pope Urban II, quoted in World Civilizations-Sources,
Images, and Interpretations, 386
William of Tyre, quoted in The Medieval Reader, 386
Saladin, quoted in The Dream and the Tomb, 386
The Magna Carta, 395
Giovanni Boccaccio, The Decameron , 399
Edward I of England, from a letter, 405
XXVII
Primary and Secondary Sources (continued)
Chapter 15
Al-Bakri, quoted in Africa in the Days of Exploration, 414
Ibn Battuta, quoted in Africa in the Days of Exploration, 416
From the Kano Chronicle, 418
Ibn Batutta, Travels of Ibn Batutta, 424
Chapter 16
From the Popol Vuh, 448
Cronica Mexicayotl, 454
Hernando Cortes, Letters of Information, 455
Bernal Diaz, The Conquest of New Spain, 455
From In the Trail of the Wind, 467
Chapter 17
Baldassare Castiglione, The Courtier, 473
Isabella D'Este, Letters, 473
Giovanni Boccaccio, Preface, Decameron, 476
Niccolo Machiavelli, The Prince, 476
Vittoria Colonna, Poems, 477
Thomas More, Utopia, 482
Christine de Pizan, The Book of The City of Ladies, 482
William Shakespeare, Hamlet, 483
Martin Luther, quoted in The Protestant Reformation
by Lewis W. Spitz, 490
Katherina Zell, quoted in Women of the Reformation, 498
Ignatius of Loyola, Spiritual Exercises, 498
Martin Luther, quoted in A World Lit Only By Fire:
The Medieval Mind and the Renaissance, 501
Steven Ozment, Protestants: The Birth of a Revolution, 501
G. R. Elton, Reformation Europe, 501
Hans Brosamer, "Seven-Headed Martin Luther" (1529), 501
Niccolo Machiavelli, The Prince, 503
Chapter 18
Kritovoulos, History of Mehmed the Conqueror, 509, 525
Chapter 19
Afonso de Albuquerque, from The Commentaries of the
Great Afonso Dalbuquerque, 533
Qian-Long, from a letter to King George III of Great Britain, 540
Matsuo Basho, from Matsuo Basho, 544
Anonymous Japanese Writer, quoted in Sources of Japanese
Tradition, 545
Kangxi, quoted in Emperor of China: Self-Portrait of
K'Ang-Hsi, 549
Chapter 20
Christopher Columbus, Journal of Columbus, 553
Samuel Eliot Morison, Admiral of the Ocean Sea, 560
Bartolome de Las Casas, quoted in Columbus: The Great
Adventure, 560
Suzan Shown Harjo, "I Won't Be Celebrating Columbus
Day," Newseek, Fall/Winter 1991, 560
Olaudah Equiano, quoted in Eyewitness: The Negro in
American History, 569
Bernardino de Sahagun, quoted in Seeds of Change, 573
Thomas Mun, quoted in World Civilizations, 575
John Cotton, quoted in The Annals of America, 577
Chapter 21
Miguel de Cervantes, Don Quixote de la Mancha, 592
Jean Bodin, Six Books on the State, 595
Duke of Saint-Simon, Memoirs of Louis XI V and the
Regency, 599
Frederick II, Essay on Forms of Government, 606
From the English Bill of Rights, 619
PRIMARY SOURCE
Soldiers! I am pleased with you. On the day
of Austerlitz, you justified everything that I
was expecting of [you] In less than
four hours, an army of 100,000 men,
commanded by the emperors of Russia
and Austria, was cut up and dispersed. . . .
120 pieces of artillery, 20 generals, and more than 30,000
men taken prisoner— such are the results of this day
which will forever be famous. . . . And it will be enough
for you to say, "I was at Austerlitz," to hear the reply: "There is
a brave man!"
NAPOLEON, quoted in Napoleon by Andre Castelot
Chapter 22
Galileo Galilei, quoted in The Discoverers, 625
Jean Jacques Rousseau, The Social Contract, 631
Baron de Montesquieu, The Spirit of Laws, 631
Voltaire, Candide, 635
Jonathan Swift, Gulliver's Travels, 635
William Hogarth, Canvassing for Votes (painting), 635
Preamble, Constitution of the United States of America, 647
Chapter 23
Comte D'Antraigues, quoted in Citizens: A Chronicle of the
French Revolution, 652
Maximilien Robespierre, "On the Morals and Political
Principles of Domestic Policy," 660
Charles Dickens, A Tale of Two Cities, 662
Edmund Burke, quoted in Burke's Politics, 662
Thomas Paine, from The Writings of Thomas Paine, 662
Napoleon, quoted in Napoleon by Andre Castelot, 665
Simon Bolivar, from Selected Writings of Bolivar, 677
Chapter 24
Otto von Bismarck, speech to the German parliament on
February 6, 1888, 705
Chapter 25
Edward Bains, The History of Cotton Manufacture in Great
Britain, 720
Elizabeth Gaskell, Mary Barton, 724
Hugh Miller, "Old Red Sandstone," 728
Lucy Larcom, A New England Girlhood, 730
Alexis de Tocqueville, 1848 speech, 735
Karl Marx and Friedrich Engels, The Communist Manifesto, 736
Mary Paul, quoted in Women and the American
Experience, 741
Andrew Carnegie, Autobiography of Andrew Carnegie, 741
Friederich Engels, The Condition of the Working Class in
England in 1844, 741
Walter Crane (political cartoon), 741
Charles Dickens, Hard Times, 743
Chapter 26
Emmeline Pankhurst, Why We Are Militant, 749
William Bennett, quoted in Narrative of a Recent Journey
of Six Weeks in Ireland, 754
William Shorey Coodey, quoted in The Trail of Tears, 758
Seneca Falls Convention, "Declaration of Sentiments," 769
Chapter 27
Cecil Rhodes, Confession of Faith, 775
Edward Morel, The Black Man's Burden, 782
J. A. Hobson, Imperialism, 785
Dadabhai Naoroji, speech before Indian National
Congress, 1871, 785
XXVIII
Primary and Secondary Sources (continued)
Jules Ferry, quoted in The Human Record: Sources of Global
History, 785
"The Devilfish in Egyptian Waters" (political cartoon), 785
Jamal al-Din al-Afghani, in a letter to Hasan Shirazi, April
1891, 790
Lord Kitchener, quoted in Asia and Western Dominance, 794
King Chulalongkorn, "Royal Proclamation in Education," 798
Kwaku Dua III to Frederic M. Hodgson, 1889, 801
Chapter 28
Lin Zexu, quoted in China's Response to the West, 806
Ponciano Arriaga, speech to the Constitutional Convention,
1856-1857, 824
From an article in the Tokyo Times, 829
Chapter 29
Frederic Passy, quoted in Nobel: The Man and His Prizes, 842
Valentine Fleming, quoted in The First World War, 847
Shirley Millard, / Saw Them Die, 854
Harry Truman, quoted in The First World War, 855
Herbert Sulzbach, With the German Guns, 855
Woodrow Wilson, 1917 speech to Congress, 857
Erich Maria Remarque, All Quiet on the Western Front, 857
Wilfred Owen, "Dulce et Decorum Est," 857
Maurice Neumont, "They Shall Not Pass, 1914-1918" 857
From an editorial in Vossische Zeitung, May 18, 1915, 863
Chapter 30
Mao Zedong, quoted in Chinese Communism and the Rise of
Mao, 884
Mohandas K. Gandhi, Chapter XVII, Hind Swaraj, 888
Mohandas K. Gandhi, The Origin of Nonviolence, 888
Mohandas K. Gandhi, Letter to Sir Daniel Hamilton, 893
Chapter 31
F. Scott Fitzgerald, The Great Gatsby, 898
Franklin Roosevelt, First Inaugural Address, 909
Erich Ludendorff, letter to President Hindenburg,
February 1, 1933, 912
Winston Churchill, speech before the House of Commons,
October 5, 1938, 919
William Shirer, quoted in The Strenuous Decade, 921
Chapter 32
General Charles de Gaulle, quoted in Charles de Gaulle:
A Biography, 927
Lieutenant John Spainhower, quoted in War Diary
1939-1945, 932
Ralph G. Martin, in The Gl War, 935
M. I. Libau, quoted in Never to Forget: The Jews of
the Holocaust, 937
Elie Wiesel, quoted in Night, 939
Simon Weisenthal, quoted in Never to Forget: The Jews of the
Holocaust, 949
From The Christian Century, August 29, 1 945, 953
Chapter 33
Winston Churchill, "Iron Curtain" speech, March 1946, 967
Harry S. Truman, speech to Congress, March 12, 1947, 968
Fidel Castro, quoted in an interview, October 27, 1962, 985
Robert McNamara, quoted in Inside the Cold War, 990
Ho Chi Minh, quoted in America and Vietnam, 993
Chapter 34
Zahida Amjad Ali, Freedom, Trauma, Continuities, 999
Jawaharlal Nehru, speech before the Constituent Assembly,
August 14, 1947, 999
New York Times, June 28, 1998, 1001
Corazon Aquino, inaugural speech, February 24, 1986, 1006
Megawati Sukarnoputri, July 23, 2001, 1008
Fawaz Turki, quoted in The Arab-lsraeli Conflict, 1020
Abraham Tamir, quoted in From War to Peace, 1020
Anwar Sadat, Knesset speech, November 20, 1977, 1020
Arthur James Balfour, in a letter to Lord Rothschild,
November 2, 1917, 1029
Chapter 35
Ken Saro-Wiwa, A Month and a Day: A Detention Diary, 1 042
David M. Kotz, "The Cure That Could Kill," 1050
Xiao Ye, "Tiananmen Square: A Soldier's Story," 1061
Orville Schell, "The Coming of Mao Zedong Chic," 1067
Chapter 36
Lester R. Brown, 1081
The Liberty Institute, 1081
Chris Madden (political cartoon), 1081
Josef Joffe, from "America the Inescapable," 1099
Comparing & Contrasting
Unit 1
Code of Hammurabi, adapted from a translation by James B.
Pritchard, 115
From The Bible, 1 1 5
Confucius, the Analects, 1 1 5
Unit 2
Edgar Allan Poe, from "To Helen," 255
Fa Xian, from The Travels of Fa Xian, 255
Pericles, Funeral Oration, 257
Henry C. Boren, Roman Society, 257
Rhoads Murphey, A History of Asia, 257
Unit 3
Francesco Balducci Pegolotti, The Discoverers, 435
Ibn Battuta, Ibn Battuta in Black Africa, 435
Fernao Lopes de Castanheda, History of the Discovery and
Conquest of India, 435
Unit 4
Niccolo Machiavelli, The Discourses, 583
Garcilaso de la Vega, The Incas, 583
Unit 5
From the English Parliament's Bill of Rights, 1689, 709
Thomas Paine, Common Sense, 710
Simon Bolivar, "The Jamaica Letter," 71 1
Maximilien Robespierre, speech of February 5, 1794, 71 1
Unit 6
Jared Diamond, Guns, Germs, and Steel, 833
John Vaughn, "Thirty Years of the Telephone," 833
Paul Johnson, The Birth of the Modern, 835
Unit 7
American Consul General at Beirut, letter to the U.S. Secretary
of State, 1915, 957
Primo Levi, Survival in Auschwitz, 957
Sergeant Major Ernest Shepherd, A Sergeant-Major's
War, 958
U.S. Marine Corps correspondent, article, 958
Laura de Gozdawa Turczynowicz, When the Prussians Came
to Poland, 959
Tatsuichiro Akizuki, Nagasaki, 1945, 959
Unit 8
David Lamb, The Africans, 1103
Ariel Sharon, inauguration speech, March 7, 2001, 1 104
Abdul Kalam, inauguration speech, July 25, 2002, 1104
Vicente Fox, inauguration speech, December 1, 2000, 1104
Olusegun Obasanjo, inauguration speech, May 29, 1999, 1105
Gloria Macapagal Arroyo, inauguration speech, January 20,
2001, 1105
World History Themes
While historical events are unique, they often are driven by similar, repeated forces. In
telling the history of our world, this book pays special attention to eight significant and
recurring themes. These themes are presented to show that from America, to Africa, to
Asia, people are more alike than they realize. Throughout history humans have confronted
similar obstacles, have struggled to achieve similar goals, and continually have strived to
better themselves and the world around them.
Power and Authority
History is often made by the people and institutions in power. As
you read about the world’s powerful people and governments, try
to answer several key questions.
• Who holds the power?
• How did that person or group get power?
• What system of government provides order in this society?
• How does the group or person in power keep or lose power?
Religious and Ethical Systems
Throughout history, humans around the world have been guided
by, as much as anything else, their religious and ethical beliefs.
As you examine the world’s religious and ethical systems, pay
attention to several important issues.
• What beliefs are held by a majority of people in a region?
• How do these major religious beliefs differ from one another?
• How do the various religious groups interact with one another?
• How do religious groups react toward nonmembers?
Revolution
Often in history, great change has been achieved only
through force. As you read about the continuous over-
throw of governments, institutions, and even ideas
throughout history, examine several key questions.
• What long-term ideas or institutions are
being overthrown?
• What caused people to make this radical change?
• What are the results of the change?
Interaction with Environment
Since the earliest of times, humans have had to deal with
their surroundings in order to survive. As you read about
our continuous interaction with the environment, keep in
mind several important issues.
• How do humans adjust to the climate and terrain
where they live?
• How have changes in the natural world forced
people to change?
• What positive and negative changes have people
made to their environment?
XXX
Economics
Economics has proven to be a powerful force in human history. From early
times to the present, human cultures have been concerned with how to use
their scarce resources to satisfy their needs. As you read about different
groups, note several key issues regarding the role of economics in world
history.
• What goods and services does a society produce?
• Who controls the wealth and resources of a society?
• How does a society obtain more goods and services?
Cultural Interaction
Today, people around the world share many things, from music, to food, to ideas. Human
cultures actually have interacted with each other since ancient times. As you read about how
different cultures have interacted, note several significant issues.
• How have cultures interacted (trade, migration, or conquest)?
• What items have cultures passed on to each other?
• What political, economic, and religious ideas have cultures shared?
• What positive and negative effects have resulted from cultural interaction?
Empire Building
Since the beginning of time, human cultures have shared a similar desire to
grow more powerful — often by dominating other groups. As you read about
empire building through the ages, keep in mind several key issues.
• What motivates groups to conquer other lands and people?
• How does one society gain control of others?
• How does a dominating society control and rule its subjects?
Science and Technology
All humans share an endless desire to know more about their
world and to solve whatever problems they encounter. The
development of science and technology has played a key role in
these quests. As you read about the role of science and technol-
ogy in world history, try to answer several key questions.
• What tools and methods do people use to solve the various
problems they face?
• How do people gain knowledge about their world? How do
they use that knowledge?
• How do new discoveries and inventions change the way
people live?
Geography Themes
Geography is the study of the earth and its features. It is also an important part of
human history. Since the beginning of time, all civilizations have had to control their
surroundings in order to survive. In addition, geography has played a vital role in
many historical events. Like history itself, geography reflects several key themes.
These themes help us to understand the different ways in which geography has helped
shape the story of world history.
Location
Location tells us where in the world a certain area is. Geographers
describe location in two ways: absolute location and relative location. An
area’s absolute location is its point of latitude and longitude. Latitude is the
distance in degrees north or south of the equator. Longitude is the degree dis-
tance east or west of an imaginary vertical line that runs through Greenwich,
England, called the prime meridian. An area’s relative location describes
where it is in terms of other areas.
In absolute terms, the middle of Singapore lies at 1°20' north latitude and
103°50' east longitude. This information allows you to pinpoint Singapore on
a map. In relative terms, Singapore is an island country on the southern tip of
the Malay Peninsula near where the South China Sea and the Indian Ocean
meet. How might Singapore’s location on the sea have helped it develop into
an economic power?
Human/Environment Interaction
10 Kilometers
Tekong
Besar
Ubin
\Serangoon Changi
£pv ^ Seletar f
SINGAPORE
r
Changi
International
Airport
Bedok
Reservoir
City of
Singapore
Bfv,,'-' S 1 '
'Keppel Harbor
Throughout history, humans have changed and have been changed
by their environment. Because they live on an island, the people of
Singapore have built a bridge in order to travel more easily to main-
land Malaysia. In addition, Singapore residents have carved an
inviting harbor out of parts of its coastline in order to accommodate
the island’s busy ocean traffic.
Singapore is one of the most densely
populated countries in the world. Many
of its over four million citizens live in
the capital city, Singapore. The coun-
try’s population density is over 16,000
persons per square mile. In contrast, the
United States has a population density
of around 80 persons per square mile.
What environmental challenges does
this situation pose?
Chawan -7
Jurong Merbau . fi
Islands Sentosd
S* 1 **
HI Urbanized area
HE! Other Singapore land
— International border
— Road
xxxii
Region
A region is any area that has common characteristics.
These characteristics may include physical factors, such
as landforms or climate. They also may include cultural
aspects, such as language or religion. Singapore is part
of a region known as Southeast Asia. The countries of
this region share such characteristics as rich, fertile soil,
as well as a strong influence of Buddhism and Islam.
Because regions share similar characteristics, they
often share similar concerns. In 1967, Singapore joined
with the other countries of Southeast Asia to form the
Association of Southeast Asian Nations. This body was
created to address the region’s concerns. What concerns
might Singapore have that are unique?
Place
Place, in geography, indicates what an area looks like in
both physical and human terms. The physical setting of
an area — its landforms, soil, climate, and resources — are
aspects of place. So are the different cultures which
inhabit an area.
The physical characteristics of Singapore include a
hot, moist climate with numerous rain forests. In human
terms, Singapore’s population is mostly Chinese. How
does Singapore’s human characteristic tie it to other
countries?
Movement
In geography, movement is the transfer of peo-
ple, goods, and ideas from one place to another.
In many ways, history is the story of move-
ment. Since early times, people have migrated
in search of better places to live. They have
traded with distant peoples to obtain new
goods. And they have spread a wealth of ideas
from culture to culture.
Singapore, which is a prosperous center
of trade and finance, attracts numerous people
in search of greater wealth and new goods.
What about Singapore’s geography makes it
the ideal place for the trading of goods?
Time
While history is the story of people, it is also the examination of when events occurred.
Keeping track of the order of historical events will help you to better retain and
understand the material. To help you remember the order and dates of important events in
history, this book contains numerous time lines. Below is some instruction on how to read
a time line, as well as a look at some terms associated with tracking time in history.
How to Read a Time Line
Early Civilizations Around the World
b.c. years are counted
down to the year 1 b.c..
so 1200 b.c. is a century
earlier than 1 100 b.c.
/A and so on.
The title conveys what material
the time line is examining.
1200 B.c.^
900 B.c.
500 B.c.
200 B.c.
A.D. 1 00
Olmec
Chavm culture
Zapotec establish
Nazca culture
Moche
civilization arises.
emerges.
Monte Alban.
emerges.
culture
arises.
THE AMERICAS ,
J2CK r.:\ I
AFRICA, ASIA, AND EUROPE
Around 1200 b.
Egyptian
Empire begins
to decline
Specific titles explain the
' geographic area to which
each line relates.
mini
477 B.c.
Golden Age of
Greece begins.
202 B.c.
Han
Dynasty
begins in
China.
Around a.d.120
Roman Empire
reaches its
height
Common Chronological Terms
B.C.
"Before Christ." Refers to a date so many years before the birth of Jesus Christ.
A.D.
"Anno Domini" ("in the year of the lord"). Refers to a date so many years after
the birth of Jesus Christ.
BCE/CE
"Before the Common Era" and "Common Era." These terms correspond to
b.c. and a.d., respectively.
decade
10 years. (For example: The 1930s was a decade of economic depression in
many parts of the world.)
century
1 00 years. Note that the first century a.d. refers to the years 1 to 1 00. So, the
twentieth century refers to the years 1901-2000. (For example: The fall of China's
Han Empire in a.d. 220 was an important event of the third century.)
millennium
1,000 years. (For example, January 1, 2001, is the start of a new millennium.)
age/era
Broad time period characterized by a shared pattern of life. Ages and eras
usually do not have definite starting or ending points. (For example: The
Stone Age began around 2 million years ago and lasted until about 3000 b.c.
It refers to the period when humans used stone, rather than metal tools.)
T
1 \
xxxiv
You are about to examine not only thousands of years of history, but nearly every
region of the globe. To help you visualize the faraway places you read about, this
book contains numerous maps. Many of these maps contain several layers of
information that provide a better understanding of how and why events in history
occurred. Below is a look at how to read a map in order to obtain all of the rich
information it offers.
How to Read a Map
Common Geographic Terms
equator
the line of latitude midway between the North and South poles
latitude
imaginary lines that circle the globe from east to west, measuring
an area's distance north and south of the equator
longitude
imaginary lines that circle the globe from north to south,
measuring an area's distance east or west of the prime meridian
prime meridian
the line of longitude at 0° that runs through Greenwich, England
hemisphere
half the globe. The globe can be divided into Northern and
Southern hemispheres (separated by the equator) or into Eastern
and Western hemispheres (separated by the prime meridian).
XXXV
How Do We Know?
Do you like puzzles? If so, you are in luck. You are about to encounter the greatest
puzzle there is: history. The study of history is much more than the recollection of
dates and names. It is an attempt to answer a continuous and puzzling question: what
really happened?
In their effort to solve this puzzle, historians and researchers use a
variety of methods. From digging up artifacts, to uncovering eyewitness accounts,
experts collect and analyze mountains of data in numerous ways. As a result, the
history books you read more accurately depict what life was like in a culture 5,000
years ago, or what caused the outbreak of a devastating war. The following two pages
examine some of the pieces used to solve the puzzle of history.
Clues from an Ancient Girl
In 1995, an anthropologist discovered the mummified and
frozen remains of a teenage girl in the Andes Mountains
Some of her DNA
remains intact,
which will help
scientists
determine whether
she has any living
cendants.
XXXVI
of South America. Scientists believe that she is about 500
years old and was a member of the Inca Empire. Because
much of her remains are well preserved, scientists hope she
will provide them with new information about one of the
Americas’ most powerful ancient cultures.
An analysis of her stomach content
may provide information about the
Inca diet.
Her clothing, believed to
belong to the upper class,
should shed new light on
how noble Inca women
dressed.
Modern Science
The ever-improving field of sci-
ence has lent its hand in the
search to learn more about the
past. Using everything from
microscopes to computers,
researchers have shed new light
on many historical mysteries.
Here, a researcher uses computer
technology to determine what the
owner of a prehistoric human
skull may have looked like.
Written Sources
Historians often look to written documents for insight into the
past. There are various types of written sources. Documents
written during the same time period as an event are known
as primary sources. They include such things as diaries
and newspapers. They also include drawings, such as
the one shown here by Italian painter and inventor,
Leonardo da Vinci. His rough sketch of a helicopter-type
machine tells us that as early as the late 1400s, humans
considered mechanical flight. Material written about an
event later, such as books, are known as secondary
sources. Some written sources began as oral tradition —
legends, myths, and beliefs passed on by spoken word
from generation to generation.
Digging Up History
Researchers have learned much about the past by
discovering the remains of ancient societies. Spearheads
like these, which date back to around 9,500 b.c., were
found throughout North America. They tell us among
other things that the early Americans were hunters. These
spearheads were once considered to be the earliest evi-
dence of humankind in the Americas. However, as an
example of how history continues to change, scientists
recently found evidence of human life in South America
as early as 10,500 b.c.
Contents
World: Political A2
World: Physical A4
North America: Political A6
North America: Physical A7
Mexico, Central America, and
the Caribbean: Political A8
South America: Political A10
South America: Physical All
Europe: Political A12
Europe: Physical A14
Africa: Political A16
Africa: Physical A17
Asia: Political A18
Asia: Physical A20
Australia and Oceania A22
Ancient World in the
7th Century b.c A23
Roman Empire
About a.d. 120 A24
The Ottoman, Safavid, and
Mughal Empires in the 16th
and 17th Centuries A26
Revolutions in the Atlantic
World 1776-1826 A28
Latin America 1800-1850 A30
Latin America 1850-1900 A31
Industrialization of
Europe 1815 A32
Industrialization of
Europe 1910 A33
Europe 1922-1940 A34
Africa About a.d. 1400 A36
European Partition of
Africa: 19th Century A37
Resistance to
Colonialism 1870-1930 A38
Middle East/Israel
Political A40
Eastern Southern
Asia a.d. 750 A42
Asia 1900 A44
Russia and the Former
Soviet Union A46
Complete Legend for Physical and Political Maps
iSRAND MVNALLY World: Political
ARCTIC OCEAN
New York
Washington D,C
Los Angeli
ATLANTIC
Gulf of Mexico
1
Easier Island
(Chile)
1000 2000 3
\ Capi'righl by R,t ng Me fin ly 4 -Co
RoIj>pid!i Praitr! c
Antarctic Circle
w
A2
Sflti ff Okhaedf 1
Tropic of Cancer
VS i
Mumbai,
[Bombay)
Arabian i
South Ctiba
Equator
Suwsfra
Cape Town 1
Melbourne*
/
Tasmania
Antarctic Circle
A3
World: Political #RAND M?NALIY
IS RAND M9NALIY World: Physical
ARCTIC OCEAN
Jan Mayen
Arctic Circle
Azores
Los Angeli
ATLANTIC
Uu)f tiflMesicfi
Tropic of. Cancer
Ttirilyh^an.
PACIFIC
OCEAN
Equator
Kiribati
islands
OCEAN
Marquesas Is.
de Janeiro
Trpplc Of Ca pricorn
Easier Island
in os Aires
Tierra dal Fuego
South
Sandwich Is.
South
Shetland Is.
Antarctic Circle \
Antarctic
Peninsula
4.897m
A4
Site
North,
Sardinia
Sahara
7 e serf
Tropic of Cancer
Mumbai,
{Bombay)
Am b inn
Gull- '
ijfC.iiiHfik
Solomon
Islands
Cocos
island
Sonin island
Antarctic Circle
Wilkes Land
Enderby
Land
Queen Maud
Land Elevation
Meters
Feet
innn L—
_ 9 r g40
2,000-
-6,560
500-
- 1 r 640
200-
-656
o-
-0
Water Depth
0-
pO
200-
- 656
2 r 000 -
- 6,560
A5
World: Physical €& RAND M9NALIY
I&RAND MtNALLY North America: Political
North Pole-
Hudson
(Bay
Peac e
Lake
Winnipeg
Winnipeg
i
■SSSr.r2 J*+ 4&$t
TAT E S- 'j£S***
■ “rj* v«- * *
St. Louis o v ^ 0(
Nashville .
0 tcv>av\° tte
h° ma :f Memphis Mlan ta
■ 0 > x V V 1
Missouri
Omaha
'Ciudad®
Juarez
« New Orleans
Ai/© 1
Tampa*
Hava gj
-jCancun
ra a fi Leon
*‘C0Clty®
Puebla
Acapulco®
'Veracruz
:LIZE
GUATEMALA ^Belmopan
Guatemala City $ ^
Sail Salvador®"' ^Ji A ,go de N' C,XR{
EL SALVADOR Nicaragua
Managua - -
COSTARICA $ r
San Jose I*
pahai
pan ar1ia
City
300 600 900 1200 1500 Kilometers
Copyright Uy Rand McNally & Co.
Lambert Azimuthal Equal Area Projection
® National Capital
* Secondary Capital
(State, Province, or Territory)
■ City over 1,000,000 population
0 City of 250,000 to 1,000,000 population
* City under 250,000 population
A6
North Pole:
RCTICXOC
uskokiviw ^
Hudson
Peace.
.Lake
I At habcis t
;hurchill
Lake ^
Winnipeg
onueaW
ItaW ®
Houston
Land Elevation
Meters
The
Evergledei
Havai
'«SB
rucdicw
Peninsula
-BELIZE
GUATEMALA L HONDURAS
Campeche
Water Depth
EL SALVi
Jicaragua
300 600 900 1200 1500 Kilometers
Copyright hly Rand McNally & Co.
Lambert Azimuthal Equal Area Projection
3,000-
9 nnn_
-9,840
_ r cpn
z,uuu —
cnn^
” 0,30U
_ i 640
ouu
200 —
- 656
0
0
A7
North America: Physical # RAND MfNAUY
#RAND MVNALLY Mexico, Central America, and the Caribbean: Political
sr-1Qg
LAHOMA
Ml$‘ ISSIPPI
salab/v
chihua
Louisiana
... ,4 coahuiu C”*-
durango ^S 0 '
* Torreon^ Saltillo* *. f
Cul/aoan H/lEXlCO
SINALOA * Arango
Mazatlan® f : - ' z ^tecas
Zacatecas* San Luis
/s/as NAYARit ' ags Po pS i
*** r epi c*A ^
Puerto Vajlarta^''' . % e6n
Gu adalajara* ,ra Puato Vj
*- QS Mochi<
latamoros
^■Ciudad Victoria
r AMAULI?AS
rampico
*Cancun
YUCATAN
Morelia * m
AA Mexico Cit
W/CHOACAN H*
GUERRero
CMpancingo
Acapulco®
, tlax JpCalapa
or ^Puebla BVeracr uz
PUEBU «"««« TaR CAMPECHE
Coatzacoalcos-i TAMS i° V'
*Villahermosa-
Isla Cozumel
Campeche 1
QUINTANA
R00
Chetumal
(V
OAXACA
CHIAPAS,
HHondur^g
ONDURAS
Leon,.
Managua ®
Lago de
Nicaragua
0 100 200 300 400 Miles
j i j i i i
t ^ i 1
0 200 400 600 Kilometers
Copyright by Rand McNally & Co.
Lanpbert Conformal Conic Projection
110 °
100 °
(Col.)
M E X
ls L a Roc a
p artida
— 10
National Capital
★ Secondary Capital
(State, Province, or Territory)
City over 1,000,000 population
9 City of 250,000 to 1 ,000,000 population
City under 250,000 population
ILIZE
/
A8
h Carolina
BERMUDA
'(U.K.)
Tropsco'^^'
CAICOS ISLANDS
(U.K.)
BRITISH
VIRGIN
ISLANDS,
VIRGIN
ISLANDS
IU.S.) L
augujlla
■4 \ AfflgM
■telje j BARBUDA
:s ®> Saint John
Santiago
de Cuba
puEnoRiec
DOMINICAN
REPUBLIC
Montego
*rince
[ingston
[Curasao Bonaire
Netherlands
ANTILLES
San Andres
(Col.)
-Panaim
Canal.
fLago de
Maracaibo
t iaoe n
Panama
lR T, \ {
Lite 1 I '.Freeport
V^: ' ■ "j i BAHAMAS
| y f[ a | aU -yeuthera
^fat Island
4?.
vana &
® Havana
I-**'-* ^ ~ L £amaguey^
Isla de la CUBA
Juventud Holguin- .
CAYMAN I
OONUNICA^
goseauy
niahiuh^-
■SSSJ-®-"””
Saint - GRENADA
S|hlNAME
A9
Mexico, Central America, and the Caribbean: Political #RAND MVNALLY
^ RAND MtNALLY South America: Political
ERICA
EL SALVfrl
or irK> c °i=] Ciudad Guayana
VENEZUELA
^Georgetown
mr) *?
v > SURINAME F
COSTA Ml
iramanga^
Medellin
* Bogota
COLO MBI
Galapagos
Islands
£ Belem
5 Sao Luis
S^.lmperatfe a • For Mez a
r Teres ina S->.
Ptitwma^
Manaus - Santar e m
Guayaqui
Lima $
Feirade Santana w ' Araca iu
^Salvador
® Brasilia
’Montes Claras
Cuiaba s
La Paz
Goiania
Cochabamba
® Santa
Uberlandia®
Sucre
iBe/o Horizoi
'Vitoria
R'odejanei,
Campo Grande®
Cajripinas
Antofagasta
Asuncion
SanAmbrosio
(Chile)
.-Curitiba
aCaxias do Sul
■ Porto Alegre
t ideTucuman
Cordoba s Sant .
Rosario*
■j 3 'Mendoza
f Buenos Aires%
^ La Plata [
URUGUAY '
^ Montevideo
Fernandez
(Chile)
Concepcion jg {V, L
Bahia Blanca
■Comodoro Rivadavia
East
Falkland
Kilometers
Islands (U.k.)
GULF f
OF 1
MEXICO
1..,^ ^ I PUERTO*"
, JAMAICA , rico
T ( u.s.)
mexic^I
^ia^ i
^^J^NICARaGBA Maracaibo Caracas
Barranquilla ra /m ^ -n Trinidad and
Cartagena ] tobago
ATL A
O C E
National Capital
★ Secondary Capital
(State, Province, or Territory)
■ City over 1,000,000 population
0 City of 250,000 to 1 ,000,000 population
a City under 250,000 population
300 600 900 i ^uu i
Copyright by-Rand McNally & Co.
Lambert Azimutha'I.Equal Area Projection
A10
ERICA
if of Honduras
'ristobal Co/on^
COSTftR'Ci
VENEZUELA
panam^I^,,,,:;
s * Bogota
COLOMBIA
SURINAME GWAIM, cape Orange
ECUADOR fe w **
*6, 310m \f
Manaus
22,133 ft.
6,746m
Limcr
Mt. Illampu
21,066 Ft.
’6,421m
Lake
Titicaca
Brasilia®
Mt. Sajama
21,463 Ft, -
6,542m
mode
Janeiro
an Ambrosio
(Chile)
jios del Sa
22,615 Ft
6,893m |
A’Mt. Aconcagua
, 22,831 Ft.
;/ 6,959m ^ Buenos
\ ^ Aires
Pampas
Fernandez
Santiago
a San Mafias Gulf
Peninsula Valdes
Point Medanoso
300 600 900 1200 1500 Kilometers
Copyright by Rand McNally & Co.
Lambert Azimuthal Equal Area Projection
South Shetland J
Islandg(jj.K) 50
Land Elevation
Meters
Feet
3,000 J
L g ? 840
2,000-
-6,560
500-
-1,640
200 —
-656
0-
-0
Water Depth
0
r°
200-
-656
2,000 -
-6,560
All
South America: Physical #RAND MfNALLY
©RAND IVKNALIY Europe: Political
SWEDEN
Tampere.,
Vanern
Dover
Warsa
D ^ en '^Wroclaw
l*j Frankfurt
600 Kilometers
r ' s\
/ ' *
" * SLOVAKIA
'Bratislava
Copyright by Rand M<?Nally & Co.
Lambert Conformal Conic Projection'
VATICAN CITY
Bari Si
Naples*
% H B E a NIA
fcatania
l SEA
* National Capital
* Secondary Capital
(State, Province, or Territory)
■ City over 1,000,000 population
® City of 250,000 to 1 ,000,000 population
* City under 250,000 population
Oneg a
Ladoga
of Finiandj
ESTONIA um
Tver m
insk
BELARUS
Chernobyl
VinnytJ
WIOLOOMA
J:
^Clui-Napoca
ROMANIA
sw ieroP c
e „asWP oV
Craiova
J D a *iube
BULGARIA Varna
Plovdiv
ficositt
Europe: Political #RAND MCNALLY
£RAND M9NALLY Europe: Physical
SWEDEN
Vanern
Vdttern
Bornholm
(Den.)
Berli n
Ge *many
Dove^
600 Kilometers
Copyright by Rand MdNally & Co.
Lambert Conformal Conic Projection
^ REPUBLIC
Loire
p anub e
AUSTRIA H
CROATIA
Rome®
Land Elevation
Meters ,
Feet
3,000 -\
_
L 9,840
2,000-
_
-6,560
500-
-1,640
200 -
—
-656
0-
-0
Water Depth
°H
r°
200-
-656
2,000-
-6,560
L«k e .,,
Oneg a
ESTONIA
take
p e ipus
BELARUS
pripyai
Criiyi ear j a
BULGARIA
$2,91 7m
Rhodes
A15
Europe: Physical #RAND MCNALLY
§£RAND MV’NALLY Africa: Political
, RUSSIA
| Black Sea
Mtaly
d /Hy \
AcraevisjSr®^
L ™ [
n e a n Sea
Banghazl
Si dr. ® Alavoi
/ 6trait0 ^ibr^X-
ideira , Rabat ^
'ands- Casablanca y
MOROrrn
Marrakec®
/ , - — - -
SfeElAdiun
Qacentina'
‘Ghardaia
ALGERIA
*ln Salah
Riyadh 5$ ^
SAUDI ARABIA
Tamanrasset 1
1 URIT NIA
^.Nouakchott
■P-TOMANr
CAPE VERDE
Timbuktu,
iEA >
1 smara
Dakar
gambpL^
GUINEA-
BISSAU ^GUII
Conakry (Qj. -
Freetown m
SIERRA LEONE
Monrovia
Omdurman
Khartoun
v Socotra
> (Yem.)
O
Lake
Chad Abech
V ^Niamey^
^ /
lagadougou
1BENIN I
DJIBOUTI
^Djibouti
Tana '
N’Djamei
Addis
Ababa
Accra
Laiie~~ *
Turkana
Malabo *
EQUATORIAL
GUINEA ^
Congo
■J U HEP. OF
iAB0N /<X0NG0
Mogadishu
Equator
Kisangani ® 1
Victoria ,
™V; Kigali ^RWANDA '^Nairo
NGO £T<;
Bujumbura™ BURUNDI
Lake M(
Tanganyika ^ Dodoma
* Mbuji “ TANZANIA
4
ffi/ ' * Kinshasa
SEYCHELLES
Ascension
- (St. Helena)
>ar es Salaam
^Luanda
imbashi
angola
[ — * Ndola(iji^J
Ini ZAMBIA O-
ll- Lusaka $
\%. Lake Wf
" ' Harare ™
mtsiranana
S ^MOZAMBIQUE
St. Helena
(U.K.)
Antcmanarivo
MAURITIUS
MADAGi
Fianarantsoa 0
Reunion
Windhoek ^
of Capricorn
Gaborone
Pretoria
T aputo
SWAZILAND
Johannesburg 1
Orange Maseru |
Durban
Cape Town ®
Elizabeth
® National Capital
» City over 1,000,000 population
SI City of 250,000 to 1,000,000 population
* City under 250,000 population
F00 400 600 800 1000 Miles
300 600 900 1200 1500 Kilometers
Copyright by Rand McNally & CoV
Lambert'Azimuthal Equal Area Projection
Prince Edward
Islands
(S. Af.)
°rozet /s/a
- (Fr.)
| CaS f :
EGYPT
bds
\
A16
Uo° russia p*5o:
—TV L o\
>f Gibraltar^
fMl
CYPRUSr«^ l
I LEBANON^
I ISRAEL m
^JlWALTA
9 n e a
Gulf Of
Ift Sidra i
ntains
Western ,
Deserf L
ALGERIA
Qattara
Depression
WESTERN
SAHARA
(MOROCCO ),
Libyan
Desert
Tahat
L 9 , 54 1 _Ft.
, 2 , 908 m A
1 Lake _ V
Nasser -
/*— -a
Nubian
MAURITANIA
Koussi
°ape SENEGAL '‘v
Verde ^thnhri^
GAMBIA^?
GUINEA-
BISSAU 'GUINEI
loum {
^ Socotra
(Yem.)
CapP
Gwardafuy
Lake
Chad
SUDAl
Plateai
SIERRA LEI
Lafte~ '
Turkana
KENYA
i Mt.Ket
Equator
^0NG0 Co "9°
DEM. REP.
" L ' s Serengeti > y.
I BURUNDI Plain
S ' Lake Masai
<. Tanganyika Steppe
% TANZANIA
SEYCHELLES
Zanzibar
Ascension
- (St. Helena)
Cape Ambre
Mayotte ,
(Fn) '
IBIQUE
St. Helena
(U.K.)
Victoria
Falls
Cv*i e/
% NAMIBIA
BOTSWANA
Kalahari a
Land Elevation
Reunion
Meters
Tropic of Capricorn
i i i oc/n
Johannesburg
£ " SWAZILAND
Cape Sainte-Marie
Water Depth
Cape Agulhas
>00 400 600 800 1000 Miles
1 500 Kilometers
Prince Edward
Islands .
(S.Af.)
Copyright by Rand McNally & Co.
Lambert Azimuthal Equal Area Projection
A 17
RAND MfNALLY Asia: Political
A18
•*.'v 3*?^%
, Delhi, |S3
New§ %,
Delhi J
pfSi,3d K anpu"
*' INDIA
Nagpur,
Bay of
Bengal
Chennai
(Madras)
MAIDIVES
l A jy
$i National Capital
■ City over 1,000,000 population
SI City of 250,000 to 1 ,000,000 population
" City under 250,000 population
Angara
Kraynoyarsk
Irkutsk®
Enise j
uan zW> u ^
*
S°^ .
TVltt 111
MYANMAR
A $
Vthailahd 'A,
Yangi
^ Andaman
1. Cost
Nicobar
Medan*
A19
Asia: Political #RAND M9NALLV
RAND M?NALLY Asia: Physical
A20
Ocean
Tarfn 1 B
W AW
Delhi®
' ' Rub A I
Bay of
Bengal
Maldives
*?' s - — j — y '$ 1
' y. :
ffv ? 'V$
4>T~\
, J'V
Land Elevation
Meters
Water Depth
9/ >sk Mts.
Sayan
MYftHMAR
'iTHAUftWO^I
Andaman
rG» lfof Vl
1 Tha Ua*^ -
peninsula
Nicobar
Islands
(India)
■msingaP or '
Sumatra
A21
Asia: Physical #RAND MfNALLY
*3RAND MVNALLY Australia and Oceania
A22
A23
Ancient World in the 7th Century b.c. #RAND MfNAUY
US RAND MSWALIY Roman Empire About a.d. 120
Roman City Names and Modern Equivalents
ROMAN NAME MODERN NAME ROMAN NAME MODERN NAME
Ancyra
Ankara
Londinium
London
Aquincum
Budapest
Lugdunum
Lyon
Arelate
Arles
Lugdunum Batavorum ...
Leiden
Augusta Treverorum...
....Trier, Treves
Lutetia
Paris
Augusta Vindelicorum
Augsburg
Malaca
Malaga
Augustodunum
Autun
Massilia
Marseille
Bononia
Bologna
Mazaca Caesarea
Kayseri
Burdigala
Bordeaux
Mediolanum
Milan
Caesar Augusta
Saragossa
Moguntiacum
Mainz
Camulodunum
Colchester
Nemausus
Nimes
Carales
Cagliari
Olisipo
Lisbon
Colonia Agrippina
Cologne
Patavium
Padua
Deva
Chester
Salmantica
.Salamanca
Eburacum
York
Thessalonica
Salonika
Emerita Augusta
Merida
Toletum
Toledo
Gades
Cadiz
Tolosa
Toulouse
Hispalis
Seville
Valentia
Valencia
Lindum
Lincoln
Vindobona
Vienna
] Roman Empire
] Parthian Empire
] Armenia
] Temporarily held by Rome
20 °
I
A24
PanticJ
Dioscurias
MOESIA O
Byzantium OHeradea
L' Nicomedia
F BITHYNIA
THRACE
Amisus
PONTUS
Ancyra D
GALATIA
Pergamum
ASIA
nyrna 0 Sardes
js Laodicea
CAPPADOCIA
LYCAONIA \
PISIDIA Iconium
CILICIA
Sidon !
Tyre t
PALEJ
Jerusaler
Gaza o
Alexandrj
Petra
300 Miles
Ptolemais
400 Kilometers
Copyright by Rand McNally & Co.
Equidistant Conic Projection
Berenice
A25
Roman Empire About a.d. 120 ® RANI) M9NALLY
V
m
m
mmm
C
m
u
VO
V
m
m
E
hi
to
b
§
c
<U
(U
E
o
HM
o
01
POLAND
Vienna
1529 ,'
1683
FRANCE
Ackerman
1484
Venice,
Kaffa
1475
Black Sea
Nikopolis
1396
Kosovo
1389,
1448
Constantinople
(Istanbul)..^’ - '
Edirne
1360 1
Lepanto
...1571
Sogiid
SPAIN
Elbistan
Adana,
Malaga,
Jerusalem 0
i Cairo
200 400 600 800 1000
Copyright by Rand M9Nally & Co.
Miller Equal Area Projection
800 Miles
.J
Kilometers
U 30'
AT
ANTIC
OCEAN
^20° -
. 10 °
Ottoman Empire and its Dependencies
in the 16th and 17th Centuries
j Ottoman Empire to 1360
| | Ottoman Empire to 1481
□
J Safavid Empire in the 16th Century
□ Kingdom of Babur in 1525
□ Mughal Empire in 1635
o Towns or Settlements
■ Main Portuguese Trade Settlements
□ Towns with Large Portuguese Population
“° s 6 ul Date of Control
Mughal Lands Conquered after 1635
Uzbek States in the 16th Century
| | Area disputed with Safavids
Area disputed with Uzbeks
Area Disputed with
Safavids and Uzbeks
■ Ottoman Capitals
■ Safavid Capitals
H Mughal Capitals
9*? Site and Date of
C “ an Important Battle
9
9?
A26
Urganch
Trabzon
1461
Erivan
^Ba§hkent 1473
imarqand
Chaldiran
1514
vrdabil 1501
Marj Dabiq
? 151$'
Aleppo
1516..
Tabriz
1501
Mosul
1516
Astarabad
Harat
Mashhad
Hamadan
° 1503 oQum 1503
o Kashan
1503
Kirmanshah
1503,
Kabul
KASHMIR
1586
o Damascus
1516
o Baghdad
1534
B Isfahan
1503
■ Lahore
Qandahar
Pan i pat
1526, 1556
o Multan
Kirman
Shiraz
Kannauj
1540
Bandar
‘Abbas
BAgra
Lucknc w
Fatihpur Sikri
Hurmuz
Jaunpur
a Jodhpur
Gulf of
Oman
,Medina
oChanderi
1572
Cambay
1572
Mecca
Surat
Daman
oAhmadnagar
0 Ramgir
1687
oGolconda
1687
o Bijapur
1686
Mangalore
Cochin
Ceylon
(Sri Lanka)
Colombo
INDIAN
OCEAN
A27
INDIAN
0 °-
MUSCOVY
The Ottoman, Safavid, and Mughal Empires in the 16th and 17th Centuries ©RAND MCNALLY
RAND M9NALLY Revolutions in the Atlantic World 1776-1826
s French Arm y
DEVOLUTION
volunteers for American Arrny_
CUBA
(Sfiajiwhj
(Brj
JAMAICA
(Brj
PUCK70
mco
(SpanSh)
LATIN
AMERICAN
REVOLUTIONS
1810-1825
pacific
OCEAN
Cayenne
(Dutch)
Guayaquil
A28
Wm»*
VaimYXV
french 1
■evolution
- - 1789 .
I ATLANTIC
OCEAN
Oates af successful revolutions or declarations
C '"' " J of independence
iB 2 C Dates ef unsuccessful or supreSSed revolutions
X Battles
Boundaries and political names as of 1826
Disputed boundaries
A29
Revolutions in the Atlantic World 1776-1826 #RAND MVNALLY
*3 RAND M9MALLY Latin America 1800-1850
\/o p
U.S. 1846-48
. U.S. annexation, 1845
Monterrey,
MEXICO
a 1821 From Sp.
5*51823
San Luis Potosi *
5
atamoros
- 20 ° ~
— 10 °-
(CENTRAL AMERICAN STATES)
a 1821 from Sp.
1823 from Mexico
1838 From United Provinces
of Central America
<5^1827-1829
— o°-
PACIFIC
OCEAN
-iop-
-20P-
— 30 °—
— i 40°-
450 °-
\
120 °
HOP
f =
1 1
Independent state
British colony
c — 1
Dutch colony
1 '1
French colony
1=1
Spanish colony
U.S. colony
wm,
Disputed area
—
Latin American military forces
U.S. or European intervention
Projected canals
A
Independence date and
colonial power
ex?
Civil war
j
A30
A31
Latin America 1850-1900 #RAND M?NALL¥
A32
A33
Industrialization of Europe 1910 #RAND MCNALLY
i^RAND M9NALLY Europe 1922-1940
j° ARCTIC?
toc khoi m
Annexed
> ^ Bk
L/t°\
p 0 LA
^MSSI
\ Tarriopol
/Annexed B(
■ by Hungary .<
TRANSYLVANIA
;, 'PPopo//c
^MACEDO!
p Kavola G
Salonika
. \ ° Vann/na
GREECE
■0 Mes solongi
Dardanelles
300 Miles
cyrenaica
\ 200 400 Kilometc
Copyrigfltby Rand McNally & Co.
Equidistant Conic Projection
A34
jrmansk'
^(Helsinki)
of F inland
0 Revel (tallioi)
ESTONIA
Annexed by
usstfmbv.
fa Novgorod
Kalinin’
[Tver)
^Vitebsk
Mogilev
•OMinsk
° Tarnt>° v
Zhitomir
Kharkov
* Poltava"
Dnepropetrovsk
(Ekaterinoslav)
Taganrog p
i: hinev
Annexed
by USSR
1 1940 ,.
Braila O '
Bucharest^
&
SiNstra. qd(
Novorossiisi'
(Anapa)
gikavkax)
luschuP
=e- — ■ — ^-Ankara (Angora)
“ U «'
ASIA MINOR
^Smyrna
lofthetre
Konia
Adana 1
IDRETTi
by Turkey
^Aleppo
Ilmasol
c Damascus
PALESTINE
Br. Mandate •
□ Principal status quo powers
□ Principal Revisionist powers
1914 Boundaries
1922 Boundaries
A35
Europe 1922-1940 #RAND MCNALIY
o
o
■
Q
■
<
o
<
m
u
fine 0 ^
Qayrawar
HAFSIDS
jmcen
r AY Y AN ID
^Jerusalem
Ghadames,
[Tindouf
Murzuq
t Mecca
Selima.
Tichitt
Berber.
TakruFSV
.Debarwa)
Lake Chi
'Abesehr
Lake Y
Tana !
Sana
* Debral
Birhan'
S0L0M0
ETHIOPIA
Adefa
Bouar
Benin Citj
BENIN
Lake
Turkana
Lake
Albert
jadishu
Cong 0
faraawe
Tana
JO Lake
ISi */ Victoria
Loango*
^vinza
Mpindai
Mbanza Kongo
Lake ’
fanyika
Janga
Luandc
1ozambi(
Ingombe llede,
Chedzurgw
.Vothifrandriana
lunguzas
,.Sen;
\scar
’Quelimane
Mozambique
Channel
limanga
Khami 1
’Maqekweni
ihambane
Phalaborwa^
30
Canary Islands
h \
Kourous
10° \ ^
Bioko
ATLANTIC
OCEAN
INDIAN
OCEAN
^ #Manda
-Gkf mU
'Wialindi
UbasaEAST AFRICAN
Pemba TRADING
Zanzibar STATES
(Unguja)
Mafia
(ilwa
10°
10
Y2CP
20
i\op
OP
Southern limits of Muslim
\
Foodstuffs
influence, about 1400
State, empire, or dynasty with
, 2
Glass
Muslim leader
Gold
KONGO
State or Empire
cm
Iron
T- -
Major trade route
Ivory
HAFSIDS
Dynastic group
Jewelry,
Cataract (rapids)
trinkets
y
Cattle
0
Kola nuts
5
Ceramics
Salt
Copper
*
Slaves
Tin
0
Textiles
j
-30P
- 30 °~
A36
Black Sea
AZORES
Port.
CANARY IS.
AVifayet of Ottoman Empire
Protectorate
RIO DE 0R0
' Boundaries i J
' Modified in 1900 i /
“Northern Li mit of Arms and Spiritous Mquors Zone’
tho jT rt J 0f arms and Spirit0US liquors zone - As i result of 4 Brussels Anti-Slavfery Conference of 1 889-!
rne import oj arms was regulated and that of intoxicating drinks prohibited to the regions between 20 N. and ;
FRENCH COLONY
OF SENEGAL
V'Ot J
Tombouctu V
frenchI •
sudanJ
i liflahdi, ConqueredJ^y
Cape Verde
Khartoui
Omdurman
Chad
Aduwa
, Sokotp.
Tana
Guardafui
SOMALILAND
Protectorate 1888
Freetowr
— 'S'TWdis %
Abeba
A B Y S S HN A
Monrovij
Protectorate aba
Rudolf
L. Albert
Nyanza
Anglo-Ger. 1 -f
Tr. 1 890 !(/
CORISCO BAY
of Guinea R»Mum,sp.|
, L. Victoria
CONGO FREE
Under Sovereignty of
. Leopold II of Belgium after 1 885
' L - ^
1 . Tanganyika
Luanda^
' Bangweolu j I
Benguelc
l Q Mozambique
Victoria
Falls
p'Tamatave
^ Antananarivo
Quelimane
BRITISH SOUTH AFRICA CO.
/ Chartered, 1889
Conquered Matah elelanri 1899
IECHUANALAND .^OUTH %
’ROTECTORATE AFRICAN
1885 J { ; REP.
f : (TRANSVAAL) . 0
^Johannesburg* ^ reto .?? a ‘ i Loure nco Marques
UANAUN^, ’ SWAZILAND
i85 ; J- % COLONY
Luderitz Bay°
(Angra Pequena) \
Bloemfontein;
Durban
0 200 400 600 800 Kilometers
Copyright byipland NaM V & Co -
CONTROL OF TERRITORY
□ Great Britain 1885
n Great Britain 1898
□ France 1885
n France 1898
Pi Turkey
HU Congo Free State 1885
J Congo Free State
(Belgium) 1898
Germany 1885
n Germany 1898
I 1 Spain 1885
I | Spain 1898
□ Portugal 1885
I Portugal 1898
I I Italy
A37
European Partition of Africa: 19th Century #RAND MV’NALLY
SRAND M?NALLY Resistance to Colonialism 1870-1930
EMPIRE
E AN
Black Sea
Muslim rev
Turkestan,
Corsica
Sardinia
Balearic
OTTOMAN
EMPIRE
Crete—:
e rran<
Islands
-Afghan Wa
,, 1878-18*
Nationalist revolt/
1915-16
TRUCIAL
STATES
Arabian
Sea
Rabih revolt,
1897-1900
Sokoto uprising,
1906
-Abyssinia
defeats
Socotra
Somali resistance,
1891-1920
Ashanti resi
[1872-/
Maldives
T0G0-
LAND
Fernando Poo
i/Hutu resistance,
10 lorne-t^mJL — j
Prmcipe\
y Nand
id Gusli
595-1908
revoli
ATLANTIC
OCEAN
WAbushiri revolt, 1888-89
Arab revolt/
1891-94'
tji-Maji revolt, 1905-09
Comoros
ANGOLA
(PORTUGUESE
WEST AFRICA)
Nationalist
//■ MOZAMBIQUE
heknV (PORTUGUESE
IESIA \eAST AFRICA)
Mauritius
Matabele and
Mashona
insurrections,
1896
Reunion
Herrero
Hottentot'
1904-06
- 40 ° —
200 400 600 800 1000 Miles
400 800 1200 1600 Kilometers
Copyright by Rand McNally & Co.
Times Projection
2<r
r
□
Belgian
□
British
□
Dutch
n
French
□
German
□
Italian
n
Portuguese
[ i
Russian
n
Spanish
□
United States
Area of anti-colonial resistance
Spheres of Influence
n
British
n
French
□
German
□
Russian
—
Japanese
>
A38
Sakhalin
Bonin
Islands
Formosa
(Taiwan)
undergri
Mariana
Islands
Philippine-
American War,
1898-1902
Bay of
Bengal
PHILIPPINE
ISLANDS
(U.S)
Andaman
■; t Moro (Muslim)
resistance,
yt 1898-1913
’Viet revolts in
Cochin China,
1885-86
Nicobar
Islands
Caroline
Muslim revolt mV
Atchin,
1881 - 1908 ^^
Singapore
WILHELMSLAND
Borneo
Bismarck Archipelago
Moluccas
Saminist pe«
E AS T INDIES
Nationalist
revolts, 1881-94
INDIAN OCEAN
Lombok
80 P
A39
Resistance to Colonialism 1870-1930 #RAND MVNALLY
E-KAND MVNALLY Middle East/Israel: Political
Groznyy
1 RUSSIA
Eskisehir'-
1 Erzurum
TUR’K-EY
Kayseri
Lake Urmia
-Tabriz
Lake Van
Diyarbakii
Orumiyeh
Aleppo
Mosul
WORTH CYPRUS ;
CYPRUS ^Nicosia
LEBANOI
Beirut $
SYRIA
Hamadanm Q
s Bakhtaran
Ba nghazi
_ Damascus
IRA ®
Karbala’
An Najaf*
'Ar Rutbah
« $ Amman
Jerusalem-"'
• Dead Sea
JORDAN \
Alexandra
Suez Canal
\
UJAqabafi
®Asyut
EGYPT
Ad Dammam
Buraydah
® Riyadh
i Aswan
Lake
Nasser
Jiddahi
.Khamis Mushayt
Omdurman,
® s “"““yemeii
'Al yudaydah A1 Muka lla l
Kassala* 1
Jiartoum
* Wad Madani
iibouti
"SSf/i.
SOMALIA
}Addis Ababa
A40
A41
Middle East/lsrael: Political #RAND MVNALLY
#RAND Mv'NALLY Eastern Southern Asia a.d. 750
SILK ROAD
TAKLIMAKAN
DESERT '
Yutian
(Khotan)
TIBETAN
Lhasa
GURJARA-
Pr ATIHARAS %
Fountains
Sri Lanka
® National Capital
800 1000 Kilometers
Copyright by Rand McNally & Co.
Lambert Azimuthal Equal Area Projection
A42
Eastern Southern Asia a.d. 750 © RANI) M9NALLY
SRAND MV'NALLY Asia 1900
A44
)ar kand
TARIM Bl
TAKLIMAKAN
DESERT
PUNJAB
BENGAL
MYSORE 4?
Madras
Colombo!
British
3 French
| | Dutch
I I Italian
m Portuguese
Zl United States
200 400 600 800 1 000 Kilometers
Copyright by Rand McNally & Co.
Lambert Azimuthal Equal Area Projection
T^B ET
r _
Brahmaputra
O^ong^'
^ est )
SIAM *
Bangkok r"*
Bay of
Bengal
Andaman
Islands
(Br.)
Nicobar
Islands
(Br.)
rmgaP ore
A45
Asia 1900 #RAND M?NALn
§£RAND MVNALLY Russia and the Former Soviet Union
\
ulf of
f€S
e chora
A46
Berin,
^ nga i
Bratsk
• Cheremkhc
Strait
^Ulan-Ude
WON G 0 L I /
400 500 Miles
200 J 400 600 800 Kilometers
/J Copyright by^arfitMCNally & Co.
W-alfnbert AzimuthaJ-Ecfual Area Projection
® National Capital
* City over 1,000,000 population
s City of 250,000 to 1,000,000 population
■ City under 250,000 population
A47
Russia and the Former Soviet Union #RAND MVNALLY
This section of the textbook helps you develop and practice the skills you
need to study history and to take standardized tests. Part 1, Strategies
for Studying History, takes you through the features of the textbook and
offers suggestions on how to use these features to improve your reading
and study skills.
Part 2, Test-Taking Strategies and Practice, offers specific
strategies for tackling many of the items you will find on a standardized
test. It gives tips for answering multiple-choice, constructed-response,
extended-response, and document-based questions. In addition, it offers
guidelines for analyzing primary and secondary sources, maps, political
cartoons, charts, graphs, and time lines. Each strategy is followed by a
set of questions you can use for practice.
CONTENTS
Part 1: Strategies for Studying History
Part 2: Test-Taking Strategies and Practice
S2
Multiple Choice
S6
Primary Sources
S8
Secondary Sources
S10
Political Cartoons
S12
Charts
S14
Line and Bar Graphs
S16
Pie Graphs
S18
Political Maps
S20
Thematic Maps
S22
Time Lines
S24
Constructed Response
S26
Extended Response
S28
Document-Based Questions
S30
Part 1: Strategies for Studying History
Reading is the central skill in the effective study of history or any
other subject. You can improve your reading skills by using helpful
techniques and by practicing. The better your reading skills, the
more you will remember what you read. Below you will find
several strategies that involve built-in features of World History:
Patterns of Interaction. Careful use of these strategies will help you
learn and understand history more effectively.
Preview Chapters Before You Read
Each chapter begins with a two-page chapter opener and a one-page Interact
with History feature. Study these materials to help you get ready to read.
O Read the chapter title for clues to what will be covered in the chapter.
0 Study the Previewing Main Ideas feature and the map. Gain more
background information on chapter content by answering the questions
in the feature.
0 Preview the time line and note the years covered in the chapter.
Consider the important events that took place during this time period.
0 Read the Interact with History feature (see page S3). Study Examining
the Issues to gain insight on a major theme addressed in the chapter.
1952
1 -V.'.jkri, 1i th J&l
. f. Mr vH|
"''.I t
SI , 1
1171 1999
Mm* c*. complrtM Un*«l
unriiutan nf 5pdmh-4pwxim W*r
CrTIWl Eppcv.
-rfc ill#
l \ * + Upk-i
\ flrwoluHwi
1919
1 bppm
S2
Preview Sections Before You Read
Each chapter consists of three, four, or five sections. These sections
focus on shorter periods of time or on particular historical themes.
Use the section openers to help you prepare to read.
© Study the information under the headings Main Idea and Why
It Matters Now. These features tell you what is important in the
material you are about to read.
© Preview the Terms & Names list. This will give you an idea of
the issues and people you will read about in the section.
© Read the paragraph under the heading Setting the Stage. This
links the content of the section to previous sections or chapters.
© Notice the structure of the section. Red heads label the
major topics; black subheads signal smaller topics within major
topics. Together, these heads provide you with a quick outline
of the section.
Haw would you react to
the colonizers?
Imperialism
Case Study; Nigeria
Yin inrijnmg Ntrullj ATlk^i Ih di| in I he tliVJi (IdJ ami ilnmanli
line iwnfll} twi itownmil m jwrmA] fte ImvpriB ratoaunv
kvJ lu hv><L Ihe nuno, I-U> I. flw one r ferhp* ■■ Jii 1 KfCft
» Hb HnwniJt of mtei A hrm, jw'n M jmi
lira* ml i lira I . ftUpf u> (w iIk cilmum frur >m
liVHkl) aihl lM HI 1 Lll} It4 Uk fit 4 liltw. JiH dfc‘ti'1 kHA .N tv
U*i*« *»nfW* twMO* M
jMwlPd Iwfr Mm* dm
IIMt Hhiiwi rdiim
am if*
PWl t» n*
© SETTING tMt sxn.CE tbe iWclrn OmAhwX Of
W libel " *■
mlv Ijljrlv A l ir,J r.A^hl mKWV ihcmechci
HTITT iKc 1»nh <*1 AfrlM to tATVinp uf- I he COTltllWto, the rMTfXJi
[MlJ till I* <4 f*. HletHtCfl in h.HUHKfll p-lilKa] liMatoto vr to I he ctfali£
Ul lanf^ ^< 1 P*» in AS** IflWWAl to the toiodi of lb* I wi^
»*S rite jhiliit in Cixunhl AfrtcsV bn* it* people. «vl in
O A New Period of Imperialism
TTll . rfrpsniJiMn of *f Itt «™i tWh reotuev.1 +** eundudwl dran**J} hvm
rtrb'rriNPili !•< ibr tjnluli^ in tfcC ptlUll m**™*
KNVM often rid iwi penentoo nr mm ibe * ■*»“ upnJ ABw *
JkI Hk? riwq ■ * Mihrtjmiil m 41to*« no «« I*** rf *bc
iw nil. ** pennd u( nitpon.lnm. U*
^ i ppbbtJ, - J H>e«l 1,10. nl ftK Tbcy «« Jrtor
miKd to Ju|v ** (oiHtin or i he tomb to r. JfVfWM re™*"" f be>
4iMi> Anotcd the ponf*- >u *Mh i wvi*m
Hj.n,* of Control J *tlt I ttoT^n nJiK-i ^ e«ain t** f«r
fldflftk* Tn tvuWrLh oTm l unfvonu U*e4 ^IfcKrt
Ovp ihk. fixir fo*im qf cotooibl MWt fTTW ft5 p ‘ l
waif uiKK ^inrti»HKC. toJevnotWMe wapctwUu* Itot u™ -n JefineJ
m£k invdtve Ihe ioe of mnl oT f«m*
jy^hndi of M-nAfement tHWfH-n I«A« *l«r nKtltoO* id <b' to
All Ii*m L-H Iho
b»i^ vi* h *. il« Lmlnl Si-rt in to bur* IOata) «4«ne» pelnml .ml.
I1AT« «»j ilfcHtoHin t lllp M l HSfiWH lAhAfcJ A Bfcire dwwl ™n-
ml | LiSO »hnliOl«i«ie*irKj ■*■ nufUKdltlH BKtood MW*
hMl AH infliKWi" iheiJi'enl pKamaaH rbn«i in ife ofw iwto*.
indirtcl Control Fr,Jirttt iormwJ irt«d no eiirtnif |a)liiKal nlen In
i^ji, ihf Unnuh * kv*t rulCT to vX*T* Un'i* ^i4Jto«lv to mk Ihe k
h«il n(nertbta»*c4 much ofthf iiih manaArcflieiil of iht wtooy. In hMohi.
Discuss these questions with your classmates. In your discussion,
remember what you have already learned about conquests and
cultural interaction. As you read about imperialism in this chapter,
look for its effects on both the colonizers and the colonized.
S3
r
STRATEGIES FOR TAKING STANDARDIZED TESTS
Use Active Reading Strategies As You Read
Now you are ready to read the chapter. Read one section at a time, from
beginning to end.
0 Ask and answer questions as you read. Look for the Main Idea questions in
the margin. Answering these questions will show whether you understand
what you have just read.
0 Try to visualize the people, places, and events you read about. Studying
the pictures, maps, and other illustrations will help you do this.
G
O
Read to build your vocabulary. Use the marginal Vocabulary notes
to find the meaning of unfamiliar words.
Look for the story behind the events. Study the boxed
features for additional information and interesting
sidelights on the section content.
MAIM 10 EA
Summarizing
A; On which conti-
nents were Indian
goods being
traded?
Brthtdi Transport Trad* Good} Mu hffWtf IKfCtottfly wlgjHi: m ihr Siftbb
a Ad the* eslablnhcd a MltM liLlmnl ibcrr H ail rraik |t*mfHHt«d t**. products
Inini i he uitenor in (he pom and nunuFadured h*A jpn Mod nr Use m Vr
numuli war jgiwulrural pnlucili on (lUnWiuiyi tiPfn ^ . —
included K-JI. indigo* «dTbc. cmnm, and juw Anufhrt etcp wpHim Tile fkindi
dtif-pcd npiitni iLiHnlki and esthjltixd il ft* IC4. whkli |hf*i III iw I it]! land
Ti Jib in Ihcv ewf>* w a* dmd) lied tn intcinalhHul esewK example. the
(Vtatrah Vi in the ISUki v(H olf iW of Unsnarl jute 10 Scoanh iule null*
l hit boosted the export oT rant lute Iran Iteri]! at. a t hw wra m IjiJu Like* t*c. car-
bon profCuctiw m India jneoewd when Ui: {.nil VV41 in the L oiled Mates cut ol
mplMiei ol nom lor IJniidi vtnV mill* &
Impact ol Colonialism l^tu budi kri Killed Crum and ms hamiilt) lb noh
nulton (In the nep.it he sude. the thilidi IkM ntnhiir tlx pdilkal and mu
pOMTT The IlniiHh rf-hutftl Mur nn* red induWir* inch a* Cflttwt mulct The
emphaut onediherofx remfcd m a loiaol Kji-tuifKicoty tor nun* nJla^cf*. Ihc
eomenwii to eaih ovi* Mural loud prodm-non, causing laimne* jh Uk late
|w*H The Rlfthh inivmlK »L<pio>l * hatnbxilT pnjk} iv^ltf hduin
and hku) hen u, the [tincfee ol flSvnMinn and the wid
illriuk of mmi lUilidb oflfWult ihtrakiKd 1i hlilwiul Inlun fate
On IhepmUH 1 side llic lj)n^»flhi: mcU* No id larked rartoud network wai
4 neijie Ibinih wliihtmcM ft hen cWflcIcil die taiknad* Kuhlnl tmln Id
drseJnp a modern eeiHaimy and tuougfrl umt> bo the namninl Kpom A I* mi: w nh
die (ailikiiik a molHii rood ikIwhIi , lekfdwne and telegraph linn, dame, bridges,
and iirpliiHi canal* enabled India bn indcnwc, SeuUifli and pubb* health
HHprMcd School* and- e allcye* were bsundtal andheeiwt mKied AHo, IlnlnJi
hwjH clean'd cntlnl India nr huMtn* and pul an end W lonl nrfm nnhii erm-
pciing hvjl i ukr*
Wevlem- Held Territories ErtA*b. 1310
nam HJ
t**f*rt
(thin
I h »am
!***»■*«*•
•*m rpiptp rtl
Oil **!<?**
ttinrjmrM
PA Cl ft t
QCE A A
The Sepoy Mutiny
|tv the Urtlrtli V*»«tiolk"d menl uT ihc lidtan .ete.*niim-rn Htmctvi, iher;
«vn. Hem* pmhel* kd dtxBiKrt M»5 I «h«n heluned that tit *USa* In e«k
IrcdEtfif the land the llmldmmr 11 } i**# * h> Ohahamity TW Indian
penpk aim nrwmrtl >hc <«iM »C» that the «Mlnh kwaed ftcra
Indiam «-h*l A* nYMmk pniWcm* mefinned Mtam. mtlkl ihcn Mp M
.exrntmrffl aal winaulnrt In I W (i^'T H*™l mwag the *ei»SX ihc l«A*i nd-
JltT% (k- Uk cMindtpe* nl thew ne« KrdttM ciflei t/eaxd * 4h t*vf and port;
lat To an (hr h*l fc> Nic at*x end* Ihdh ItnAfr, win cvfl-
ihki dw («» n*mi ami Vla*l,m*. who A. »4 eat port, wen; ^ *p ^
\ KjCItfM I'lmnvandCf »ho*krtJ when K? of the ^ eepo* c wCum*! -«<pt
iheeartiKtert Ih? llfiiidi handled the aim hadfv. I he *ohi^ wImi h*J di u*v>ed
•^If jailed l!*e net! d^. irn M*) IW- IW 7 , the ftfhdicd IhCj tfWfthcd H
IVth, whete (hev wen; jen^d b MU* *** ^ f ^ ,mMl ^
etiy ormelhi Fnml Ifcllu, die tdielhem *pte«l to nodhan and eentral Inrha
v«k historian* h«c calks* Uni ndnui Ihe hepej MwtW The tijspunc spread
**** vw h .4 northern Mu I I *■* l*K< ** thsi
„* 4 au£Mer e*th rthf*^ h «n*r* Ihc I 4*a India ComjKty took mav than a
tcuiHt ii'mMl of WM} The Ihflidi pmetimiail *«1 mwpi to he-Jp them fr
Ihc Indcan* piHikl ml tuiih; ajannl Ikimh due (fl nvak IMenhlp and m*-
hetween Mindirv M Mnditns IhndtfK did not Muslim Mtqjtol
I ,u4p3 ar nrsk-aed ImMl nu mi Urndw* p^ftTed Httltsh rule tu Mudim ml* Mnd
of the ptincrs and maha.aiJtt *ht h*d nMc illlmect with the Tan (rnha
S4
Review and Summarize What You Have Read
When you finish reading a section, review and summarize what you
have read. If necessary, go back and reread information that was not
clear the first time through.
© Reread the red heads and black subheads for a quick summary of
the major points covered in the section
© Study any charts, graphs, or maps in the section. These visual
materials usually provide a condensed version of information in
the section.
Q Review the visuals — photographs, charts, graphs, maps, and time
lines — and any illustrated boxed features and note how they relate
to the section content.
© Complete all the questions in the Section Assessment. This will
help you think critically about what you have just read.
[W »i#i lliwh «V HnhA 4 iridiAf
hjMT ihjt kniU >cm » 1 lhcn
thd fcmcbri IV mAo, Uk>
J'urid J tnpf. 4h.-tl.TtiJ fan hut tin Nmaapimc!. am
.Ilm 4 .iff Up. .if Stain PfiufMatt
IV rtf Hw Smu ( wul w m* hkh-haI
ikmaml far lia ad ni*VT axnhtat k> nntr
Srrt^.pkir.: bit tW U.u [»«"
flnfim jb-u pmcJ cubnin n Mdiiia nJ m
IkjffTbi fBHtmi M$w>url VWn.a hftt Urt
tk^>uTi jrtJ kb'VK Sv n«Ut mly
vrprrkT Saihv nikn hi mm’ tfa,' tn ml
ntfTdr lo MjJLmsu (laUAe fktksd fe> (he
L.Vi kmJi of tfch ibe Mjfa»-b
% a - ""
fftmh CcnhuJ lAdHlwt t * limh fud
twn June, l’ in SmltKaM Aiu raw; Ihe I "iti lKtv-
iw> oci> klivd lfctf Njtiyai intfaWIVi
djnm> w po we* in VkiHL l» ik J
diwfflf- tN infa ef J*1 HltrflriMI V'Kinpm infcwr, H1<11 1 (pkIi ihhamh-
n urn kitkd t fitavh liakn Aid u|Mik<l<. *b noiol j Lu$n tturr vl its
nmcHi nakrf dnmdnd iwlibn ntmdiix t mp.Ti'T Vifwlem lit nkml
tW Fnatcti am; hi UnAk: KvlVnt Vietnam Lakr. tin Ht .n h arkJttf Lauv
I'vnlWi*. Ahf Hiilkra VnlAiRi hr Ik lanton. TV M-rntwicJ 4 J c* wcmkl- A (»-
hr fjlkd farenrfa lmk*;ten<i
(iu^ diml rakanat muuEtmnd. ihe Irtmh IhM^lin lifkd all nfnbri
pvKHk«. m ilv jpnijniiTviii TW> <W wm ft l«"l numtn
IW himr* dr Amb bnd ikiiAit h> rnt pnrkAlkA lliMinn. iht dtimBl b"
hinipiflll'Q bit IM JhlUXll IWtWMf rtHJh.ll l»fh n« * «rb (b|trW AjbJ<l
din rokh tuai hi Ok mp fur Vkhum.; k*mik( ^.im rk i imb
Colonial Impart In l0Vthr#*l Arid. fehwntlMi l*HI(K mi«J ffruhi
I (trti- item! urn taih trot* (K pmlt that ruuld hr wW m ihe nrldiu-
fart RjaK, (wlwfi, mul nwl t»rk»i nmiwihH.rnwl
hul rr.^th hertrEpIciJ Hnfnfttm hurtim* IfoUnfi. nfutal.m. ttellJk. ml sanita
WnMnifwt
Mlu tkr idlHMl war. nitmi M profk- 1 mm ether hh nf \w »t Ihe
■*iMh|ipi|tr^-i|»iiHi»l mi rtinLdmnrtAidjnilHrmmn.111 Vnirfnni \iu TVfVIwm
kimtn.- a iwlHt pm 4 IW*k bW«K ml Mhn IV Ir—IVf
tdlWal dtaftfvi UAH, led W fmnaJ arid relipw rtaifev ilu At UiH mo today
Siam Remains independent
Ifc'Mc n Ktfbhvb am all <Un fall unfa «V unml >if mperulbli. Sum
IfM-i-K-tit-skn IhiiUrhlj mJintiirtcd Hi ndqKnkiK( (V
|RM Sm™ by M»n p n Brt l i l ll UIPl)M>J Huania w) I fitv li 1-hivhtfLi ■ w
imp thni- 1 1 ranu and Htiblti Cub ilm.il hi pitiinrl I far nlVt haH pAimj im-
ln J of hum kmm«^| Ihi.. Vumne Ibin^-. 4 , Jl lulh fMmmtnl Sun ,w a nemtal
Th™» T-m.Wpmdk*,^
rsrrJrr ^ 5-3
==SSSSS3£
£S£Sr-*»r
«-vn. ta |«*.. hVcptinl fa „
U ^ Min- fv-tr
Z 'T T ^ r ' tW7rK “ r rWn Id Ptor-m
V", * *** >* tV
jSRitf— * ft™ imtt
n J ‘ 4 ' tol Sr am ArnAV ,rf
JST! J TKrak '’ " f ^ ^
IliHHdVae. '"TOUtfljh
TV tVIWU dl in^viHaufla khllMKflprtfaatf a**
I Wf*-* [mm r,
IVUat m hnhh t ftp
ifc «W
•h suk I,* ^ tin " ** * »>n»
^ **■ * c "**™ Him. dy .
bftA Vn a Am at j rawi it
h VilYi (4 umr phj. , |
■at*m
hnUni li raftir. »wt
JS^ET2L* • Trr m
f
STRATEGIES FOR TAKING STANDARDIZED TESTS
STRATEGIES
Part 2: Test-Taking Strategies and Practice
You can improve your test-taking skills by practicing the strategies
discussed in this section. First, read the tips on the left-hand page.
Then apply them to the practice items on the right-hand page.
Multiple Choice
A multiple-choice question
consists of a stem and a set of
alternatives. The stem usually
is in the form of a question or
an incomplete sentence. One
of the alternatives correctly
answers the question or
completes the sentence.
O 1 -
_©_
alternatives
The Sahara is
A. scattered with rocks and gravel.
B. made up of sand dunes.
Mostly is a key word
here. Changing it to
partly would alter the
sentence and call for a
different answer.
C.
located south of the equator.
D.
covered with tall grasses and bushes.
You can eliminate D if
you remember that the
Sahara is a desert.
© Read the stem carefully
and try to answer the
question or complete the
sentence before looking at
the alternatives.
© Look for key words in the
stem. They may direct you
to the correct answer.
© Read each alternative with
the stem. Don't make your
final decision on the
correct answer until you
have read all of the
alternatives.
0 Eliminate alternatives that
you know are wrong.
© Look for modifiers to help
you rule out incorrect
alternatives.
© Carefully consider
questions that include all
of the above as an
alternative.
0 Take great care with
questions that are stated
negatively.
2. Over hundreds of years, the Bantu people migrated from
West Africa to
A. alhof North Africa. .
B. East and South Africa.
C. South and Southwest Asia.
D. : ; every- continent except Antarctica.
Absolute words, such
as all, never, always,
every, and only, often
signal an incorrect
alternative.
3. The traditional griots of West Africa passed on the
histories of their people by
A. writing books.
B. painting murals.
C. telling stories. ,
I If you select this answer,
D. all of the above © be sure that all of the
alternatives are correct.
4.
Which of the following is not one of
the trading kingdoms of West Africa?
A. Mali
Eliminate incorrect alternatives
by identifying those that are
West African trading kingdoms.
B. Songhai
C. Ghana
D. Aksum
answers: 1 (A); 2 (B); 3 (C); 4 (D)
S6
Directions: Read each question carefully and choose the best answer from the
four alternatives.
1. Which of the following is not a reason why the Renaissance began in Raly?
A. Italy had several thriving cities.
B. The Black Death did not strike Italy.
C. Italian merchants gained in wealth and power.
D. Italy could draw on its classical Roman heritage.
2. Reformation teachings were adopted by
A. the Catholic Church.
B. all the countries in Europe.
C. some countries in Europe.
D. common people, but not rulers.
3. Akbar differed from Aurangzeb in that he
A. extended the boundaries of the Mughal Empire.
B. followed Western ways.
C. defended religious freedom.
D. all of the above
4. During the 1700s, the Atlantic slave trade was dominated by the
A. Dutch.
B. English.
C. Portuguese.
D. Spanish.
S7
STRATEGIES FOR TAKING STANDARDIZED TESTS
STRATEGIES
S8
Primary Sources
Primary sources are written
or made by people who were
at historical events, either
as observers or participants.
Primary sources include
journals, diaries, letters,
speeches, newspaper articles,
autobiographies, wills, deeds,
and financial records.
O Look a t the source line to
learn about the document
and its author. Consider
the reliability of the
information in the
document.
© Skim the document to get
an idea of what it is about.
(This source includes three
paragraphs that are
distinct but address a
related theme — rulers and
moral behavior.)
© Note any special
punctuation. Ellipses, for
example, indicate that
words or sentences have
been removed from the
original.
Q Use active reading
strategies. For instance,
ask and answer questions
on the content as you
read.
© Use context clues to help
you understand difficult or
unfamiliar words. (From
the context, you realize
that chastisements means
"punishments.")
Q Before rereading the
document, skim the
questions. This will help
you focus your reading
and more easily locate
answers.
Moral Rulers
Book II, 3. The Master said, Govern the people by regulations,
keep order among them by chastisements) and they will flee ©
from you, and lose all self-respect. Govern them by moral force,
keep order among them by ritual and they will keep their self-
. respect and come to you of their own accord/CT : ■ 0
Book XI, 23. . . . The Master said, . . . What I call a great minister
is one who will only serve his prince while he can do so without
infringement of the Way, and as soon as this is impossible, resigns. . . .
Book XIII, 6. The Master said, If the ruler himself is upright, all will
go well even though he does not give orders. But if he himself is not
upright, even though he gives orders, they will not be obeyed.
This is a collection of writings on government,
ethics, literature, and other subjects by the
ancient Chinese scholar and teacher Confucius.
r
-The Analects of Confucius
— 1. Which sentence best expresses the main idea shared
by these paragraphs?
A. Rules and regulations are hard to live by.
B. Leaders should act morally in ruling the people.
C. A leader's goodness is judged by the punishments he administers.
D. Rulers should expect their people to obey them no matter
what they say.
—2. This advice from Confucius seems most appropriate for
A. workers and farmers.
B. merchants and town artisans.
C. rulers and their advisers.
D. soldiers and priests.
answers: 1 (B); 2 (C)
Excerpt from The Analects of Confucius, translated by Simon Leys. Copyright © 1997 by Pierre Ryckmans. Used by
persmission ofW. W. Norton & Company.
PRACTICE
For more test practice online . . .
rf liiujiujig
* CLASSZONE.COM
Directions: Use this passage, written by the traveler Leo Africanus, and your
knowledge of world history to answer questions 1 through 4.
Crossing the Desert
In the way which leads from Fez to Timbuktu are certain pits environed
either with the hides or bones of camels. Neither do the merchants in
summer time pass that way without great danger of their lives: for
oftentimes it happens that when the south wind blows all those pits are
stopped up with sand. And so the merchants, when they can find neither
those pits, nor any sign thereof, must needs perish with extreme thirst; whose
carcasses are afterwards found lying scattered here and there, and scorched
with the heat of the sun. . . .
For some time being sore athirst we could not find one drop of water,
partly because our guide strayed out of the direct course, and partly because
our enemies had cut off the springs and channels of the foresaid pits and
wells. Insomuch that the small quantity of water which we found was
sparingly to be kept: for that which would scarce suffice us for five days,
we were constrained to keep for ten.
— Leo Africanus, History and Description of Africa (1550)
1. This account most likely describes the
dangers of working in the
A. African rain forest.
B. Savannas of East Africa.
C. Sahara salt trade.
D. Atlantic slave trade.
2. What is most likely the purpose of
the pits that Africanus describes in
the first sentence?
A. They probably hold water.
B. They are used to store supplies.
C. They contain valuable skins and hides.
D. They can be used to hide from enemies.
3. Which of the following might
cause merchant caravans to run
short of water?
A. enemies cutting off water supplies
B. camels straying off course
C. merchants not paying guides
D. summer monsoons coming late
Which statement best describes
the believability of the passage?
A. The statements are not credible
because they are secondhand.
B. The author is merely recounting
rumors and cannot be believed.
C. The statements are believable because
the author experienced the events.
D. The author's believability cannot
be evaluated without looking at
other sources.
S9
STRATEGIES FOR TAKING STANDARDIZED TESTS
STRATEGIES
Secondary Sources
Secondary sources are written
or made by people who were
not at the original events.
They often combine
information from several
primary sources. The most
common types of written
secondary sources are
biographies and history books.
O Read the title to preview
the content of the passage.
(The title here signals that
the passage is about a
person named Malinche
who seems to be
controversial.)
0 Skim the passage to locate
the main idea — the central
point that is supported by
other details.
0 Notice words and phrases
that clarify the sequence
of events.
© Read actively by asking
and answering questions
about what you read. (You
might ask yourself: "Why
did opinions of Malinche
change over time?")
© Before rereading the
passage, review the
questions to identify the
information you need to
find.
© Malinche, Heroine or Traitor?
The origins of the Native American woman Malinche are unknown.
What is clear is that in 1519 — when she was perhaps 15 years old —
she was given with 19 other young women to Hernando Cortes,
who had recently landed in Mexico. Malinche greatly aided Cortes s
0 conquest of the Aztecs. She spoke both Nahuatl — the language of
the Aztecs — and Mayan. Over time, she also learned Spanish and
became Cortes s chief translator. She also advised Cortes on the
tricky politics of Mexico’s Native American peoples.
The Spanish conquistadors reportedly admired and honored
Malinche, calling her Doha Marina. And for many centuries she 0
was seen as a praiseworthy figure. In the 1800s , though, people
came to view her harshly. Writers and artists portrayed her as a trai-
tor to her people. This criticism of Malinche began after Mexico
won its independence from Spain, and reflected anti-Spanish feeling.
Today, however, she is once again seen favorably. ©
— 1 1. Which of the following statements about Malinche is a fact?
A. She spoke three languages.
B. She was a traitor.
C. She was a heroine.
a
f D. She hated the Spanish.
— 2. Ceased on this account), which person
orgroup woutcfBe most likely to view
Malinche as a traitor?
A. Cortes and the conquistadors
B. a supporter of Mexican independence in the 1800s
C. one of the 19 other women who were with her in 1519
D. a historian writing about her today
These words signal that you have
to make inferences from information
in the passage.
Remember that a fact is
a verifiable statement.
An opinion is a statement
of someone's belief about
something.
answers: 1 (A); 2 (B)
S10
PRACTICE
For more test practice online . . .
* CLASSZONE.COM
Directions: Use the passage and your knowledge of world history to answer
questions 1 through 4.
Polynesian Canoes
The Polynesian voyaging canoe, one of the great ocean-going craft of the
ancient world, was the means by which generations of adventurous voyagers
were able to extend the human frontier far out into the Pacific, discovering
and colonizing a vast realm of Oceanic islands. By 1000 B.C., when Mediter-
ranean sailors were sailing in their land-locked sea, the immediate ancestors
of the Polynesians had reached the previously uninhabited archipelagoes of
Fiji, Tonga, and Samoa, in the middle of the Pacific Ocean. Their
descendants went on from there to settle all the habitable islands in a large
triangular section of the ocean bounded by the Hawaiian archipelago, tiny
Easter Island, and the massive islands of New Zealand — an area equivalent
to most of Europe and Asia combined.
The canoes in which people spread into the Pacific were not only
humankind’s first truly ocean-going craft, but also embodied a unique way of
gaining the stability needed to carry sail in rough, open ocean waters. [This
involved] adding outrigger floats to one or both sides of a single canoe hull,
or by joining two hulls together by means of crossbeams and coconut-fiber
lashings to make the so-called double canoe.
— Ben Finney, "The Polynesian Voyaging Canoe," in New World and Pacific Civilizations:
Cultures of America, Asia , and the Pacific, edited by Goran Burenhult.
1. The Polynesians used voyaging canoes
to colonize
A. a small area of the Pacific.
B. a large area of the Pacific.
C. most of Europe and Asia.
D. Australia and New Guinea.
2. What evidence does the author provide
to support his claim that the Polynesian
voyaging canoe was “one of the great
ocean-going craft of the ancient world”?
A. statistics about its size
B. comparisons to European craft
C. statements about its use in exploring
and colonizing the Pacific
D. statements about its use by civilizations
beyond the Pacific
3. The Polynesians gave their canoes
the stability needed to handle the
rough ocean waters by adding
A. outrigger floats.
B. more sails.
C. ballasted hulls.
D. wooden keels.
4. By 1000 B.C., the Pacific voyagers
had reached
A. the Hawaiian archipelago.
B. the islands of New Zealand.
C. Fiji, Tonga, and Samoa.
D. tiny Easter Island.
Excerpt from "The Polynesian Voyaging Canoe," from New World and Pacific Civilizations: The Illustrated History of Humankind Series, Volume 4, by Goran
Burenhult, General Editor. Copyright © 1994 by Weldon Owen Pty. Ltd/Bra Brocker AB. Reprinted by permission of HarperCollins Publishers, Inc. SI 1
STRATEGIES FOR TAKING STANDARDIZED TESTS
STRATEGIES
Political Cartoons
Political cartoons use a
combination of words and
images to express a point of
view on political issues. They
are useful primary sources,
because they reflect the
opinions of the time.
O Identify the subject of the
cartoon. Titles and
captions often provide
clues to the subject matter.
© Use labels to help identify
the people, places, and
events represented in the
cartoon.
© Note where and when the
cartoon was published for
more information on
people, places, and events.
© Identify any important
symbols — ideas or images
that stand for something
else — in the cartoon.
© Analyze the point of view
presented in the cartoon.
The use of caricature — the
exaggeration of physical
features — often signals
how the cartoonist feels.
© Interpret the cartoonist's
message.
0 "NEXT!"
le cartoonist uses
le swastika, the symbol
f the Nazi Party, to
present Germany.
he swastika looks like a
uge, menacing machine,
/hich can easily overrun
le Polish landscape.
le label Poland indicates
le location of the subject
Pressed in the cartoon.
The cartoonist suggests
that Poland will be the
German war machine's
next victim.
Daniel Fitzpatrick/St. Louis Post-Dispatch, August 24, 1939.
The date of the publication, 1939,
suggests that the cartoon might
concern the beginning of World War II.
1. The machine-like swastika in the cartoon represents
A. Nazi Germany.
B. the Soviet Union.
C. Napoleon's empire.
D. the Polish military.
2. Which sentence best summarizes the cartoonists message?
A. Germany must beware of Poland.
B. Poland is in danger of civil war.
C. Germany and Poland are military giants.
D. Poland will be Germany's next victim.
answers: 1 (A); 2 (D)
S12
PRACTICE
For more test practice online . . .
* CLASSZONE.COM
Directions: Use the cartoon and your knowledge of world history to answer questions 1 through 3.
1. The main character in the cartoon is
Kim Jong II of North Korea. How has
the cartoonist drawn this leader?
A. as a soldier
B. as a Roman charioteer
C. as a starving peasant
D. as a cruel slave driver
2. This cartoon deals with
A. North Korea's policy of isolationism
B. North Korea's conflicts with the
American government
C. North Korea's effort to develop nuclear
weapons
D. North Korea's conflicts with South
Korea
© Copyright 2006 Riber Hansson - All rights Reserved
3. The most appropriate title for this
cartoon would be
A. "Kim strives to bring prosperity to
North Korea."
B. "Kim fights to resist foreign
influences."
C. "Kim pushes to develop nuclear
energy."
D. "Kim's nuclear ambitions impoverish
his people."
S13
STRATEGIES FOR TAKING STANDARDIZED TESTS
STRATEGIES
Charts
Charts present information in a
visual form. History textbooks
use several types of charts,
including tables, flow charts,
Venn diagrams, and info-
graphics. The chart most
commonly found in standard-
ized tests is the table. This
organizes information in
columns and rows for easy
viewing.
© Read the title and identify
the broad subject of the
chart.
0 Read the column and row
headings and any other
labels. These will provide
more details about the
subject of the chart.
0 Note how the information
in the chart is organized.
© Compare and contrast the
information from column
to column and row to row.
© Try to draw conclusions
from the information in
the chart.
© Read the questions and
then study the chart again.
answers: 1 (D); 2 (A)
i
This chart is about the
number of people who
immigrated to different
countries.
i
Notice that the years
covered in the table are
not the same for all
countries.
Immigration to Selected Countries
Country
i
Period
Number
of Immigrants
Argentina
1856-1932
6,405,000
Australia
1861-1932
2,913,000
Brazil
1821-1932
4,431,000
British West Indies
1836-1932
1,587,000
Canada
1821-1932
5,206,000
Cuba
1901-1932
857,000
Mexico
1911-1931
226,000
New Zealand
1851-1932
594,000
South Africa
1881-1932
852,000
United States
1821-1932
34,244,000
1 Uruguay
1836-1932
713,000
Source: Alfred W. Crosby, Jr., The Columbian Exchange:
Biological and Cultural Conseguences of 1492
This chart organizes the countries
alphabetically. In some charts,
information is organized according
to years or the value of the numbers
displayed.
Think about what the
countries with the highest
number of immigrants
have in common.
— 1. The country that received the vast majority of immigrants was
A. Argentina.
B. Brazil.
C. Canada.
0 D. the United States.
*-^2. The Latin American country that received the most
immigrants was
A. Argentina.
B. Brazil.
C. Cuba.
D. Uruguay.
S14
Directions: Use the chart and your knowledge of world history to answer questions 1 through 4.
Crude Steel Production for Selected Countries (in thousands of metric tons)
Year
China
Germany*
Japan
Korea
Russia/
USSR
United
Kingdom
United
States
1900
—
6,646
1
—
2,214
4,979
10,351
1910
1 3,699
250
—
3,444
6,476
26,512
1920
8,538
845
—
162
9,212
42,807
1930
1 1,51 1
2,289
—
5,761
7,443
41,351
1940
19,141
7,528
—
19,000
13,183
60,765
1950
61 12,121
4,839
—
27,300
16,553
87,848
1960
1,866 34,100
22,138
—
65,292
24,695
91,920
1970
1,779 45,041
93,322
—
115,886
28,314
119,310
1980
3,712 43,838
111,935 8,558
148,000
11,278
101,457
1990
6,535 44,022
110,339 23,125
154,414
17,896
89,276
2000
127,200 46,400
106,400 43,100
59,100
15,200
101,500
* Figures from 1950 through 1990 are West Germany only. Source: International Iron and Steel Institute;
Japan Iron and Steel Federation
1. Which country produced the most 3.
crude steel in 1900?
A. Germany
B. Russia/USSR
C. United Kingdom
D. United States
2. Japanese crude steel production most
likely dropped from 1940 to 1950 4.
due to
A. growing competition from Korea and
the USSR.
B. rising production in China.
C. damage to the industry suffered in
World War II.
D. mergers with American companies.
By 2000, the largest share of
crude steel was being produced
by countries in
A. Africa.
B. Asia.
C. Europe.
D. North America.
What country rose from no crude
steel production to be the world s
largest producer in 50 years?
A. China
B. Germany
C. Korea
D. United Kingdom
S15
STRATEGIES FOR TAKING STANDARDIZED TESTS
STRATEGIES
Line and Bar Graphs
Graphs show statistics in a
visual form. Line graphs are
particularly useful for showing
changes over time. Bar graphs
make it easy to compare
numbers or sets of numbers.
© Read the title and identify
the broad subject of the
graph.
© Study the labels on the
vertical and horizontal
axes to see the kinds of
information presented in
the graph. Note the
intervals between
amounts and between
dates. This will help you
read the graph more
efficiently.
© Look at the source line
and evaluate the
reliability of the
information in the graph.
O If the graph presents
information over time,
look for trends —
generalizations you can
make about changes over
time.
© Draw conclusions and
make inferences based on
information in the graph.
© Read the questions
carefully and then study
the graph again.
answers: 1 (C); 2 (B)
©Exports of English Manufactured Goods, 1699-1774
One conclusion you might draw is that
colonies in North America and the Caribbean
were an important market for English goods.
Total Exports
Exports to Atlantic
Economy (North
America, West Indies,
Spanish America,
West Africa)
Note that both total exports and
exports to the Atlantic economy
increased over time.
Statistics found in
scholarly journals tend
to be reliable.
Source: R. Davis, "English Foreign Trade, 1 700-1 774 , "Economic History Review (1962)
0 1. Which statement best describes the change in proportion of
Atlantic economy exports to total exports?
A. It started small and remained small.
B. It started large and remained large.
C. It grew over time.
D. It decreased over time.
© Nations with High Foreign Debt, 2000
Think about the economic
© features these countries
have in common.
Source: The World Bank*
© 2. Which nation has the largest foreign debt?
A. Venezuela
B. Brazil
C. Mexico
D. Russia
Statistics from major
organizations, such as the
World Bank, tend to be
reliable.
S16
Line graph adapted from "Exports of English Manufactured Goods, 1700-1774," from A History of World Societies, Fifth Edition by John P. McKay, Bennett
D. Hill, John Buckler, and Patricia Buckley Ebrey. Copyright © 2000 by Houghton Mifflin Company. All rights reserved. Used by permission.
PRACTICE
For more test practice online . . .
IS
b TEST PRACTICE
* CLASSZONE.COM
Directions: Use the graphs and your knowledge of world history to answer questions 1 through 4.
Japan: Gross Domestic Product,
1984-2000
Source: Annual Report on National Accounts 2002, Cabinet
Office of the Government of Japan
1. Which of the following periods
saw a decline in the gross domestic
product of Japan?
A. 1984 to 1988
B. 1988 to 1992
C. 1990 to 1994
D. 1994 to 1998
2. From 1986 to 1994, Japans gross
domestic product
A. more than doubled.
B. more than tripled.
C. grew by about five times.
D. grew nearly ten times.
Unemployment Rates for Selected
Countries, 2002
<^ v <<<* ^ ^ &
Source: Organization for Economic Cooperation and Development
3. Which of these countries had the
lowest unemployment rate in 2002?
A. Italy
B. Japan
C. United Kingdom
D. United States
4. In 2002, Frances unemployment rate
stood at
A. about 9 percent.
B. well over 9 percent.
C. about 7 percent.
D. less than 7 percent.
S17
STRATEGIES FOR TAKING STANDARDIZED TESTS
STRATEGIES
Pie Graphs
A pie # or circle, graph shows
relationships among the parts
of a whole. These parts look
like slices of a pie. The size of
each slice is proportional to
the percentage of the whole
that it represents.
© Read the title and identify
the broad subject of the
pie graph.
0 Look at the legend to see
what each slice of the pie
represents.
0 Look at the source line and
evaluate the reliability of
the information in the
graph.
O Compare the slices of the
pie and try to make
generalizations and draw
conclusions from your
comparisons.
© Read the questions
carefully.
© Eliminate choices that you
know are wrong and then
select the best answer
from the remaining
choices.
© World Population by Region, 2002
0.5%
North America
Latin America
and Caribbean
Europe
Africa
Asia
Oceania
Note that each region is
shown by a distinct color
in the pie graph.
The graph shows that
Asia has by far the largest
population.
The Population Reference Bureau
specializes in studies of United States
and international population data.
— 1. Which region accounts for the smallest share of the
world population?
A. Africa
B. North America
^ C. Latin America and the Caribbean
D. Oceania
L^2. A greater share of the worlds population
lives in Latin America and the Caribbean
than lives in
A. Africa.
B. Europe.
C. North America.
D. Asia.
For this question, find the
"pie slices" for each of
^ the regions listed in the
w alternatives. Compare
each one to the "pie
slice" for Latin America
and the Caribbean.
P
Source: Population Reference Bureau
answers: 1 (D); 2 (C)
S18
PRACTICE
For more test practice online .
TEST PRACTICE
CLASSZONE.COM
Directions: Use the pie graph and your knowledge of world history to answer
questions 1 through 4.
World Energy Consumption by Region
■ North America
■ Central and South America
M Western Europe
■ Eastern Europe and Former
Soviet Union
Middle East
Africa
■ Developing Asia
'1 Japan, Australia, New Zealand
Source: "Earth Pulse," from National Geographic , March 2001. Copyright © 2001
National Geographic Society. All rights reserved. Used by permission of National
Geographic Society.
1. Energy consumption statistics for
Russia are included in the region called
A. North America.
B. Western Europe.
C. Eastern Europe and former
Soviet Union.
D. Developing Asia.
Which region uses the highest
proportion of energy?
A. North America
B. Western Europe
C. Eastern Europe and former
Soviet Union
D. Developing Asia
3. The word Developing in the legend
refers to countries that are
A. growing in population.
B. adopting new methods
of agriculture.
C. developing nuclear weapons.
D. moving toward industrial economies.
Japan, Australia, and New Zealand
are grouped together because they
are in the same part of the world and
A. have roughly equal populations.
B. have advanced industrial economies.
C. rely on fishing for food.
D. rely on other countries for
economic aid.
S19
STRATEGIES FOR TAKING STANDARDIZED TESTS
STRATEGIES
Political Maps
Political maps show countries
and the political divisions
within them — states or
provinces, for example. They
also show the location of
major cities. In addition,
political maps often show
some physical features, such as
mountain ranges, oceans, seas,
lakes, and rivers.
© Read the title of the map
to identify the subject and
purpose of the map.
0 Review the labels on the
map. They also will reveal
information about the
map's subject and purpose.
0 Study the legend to find
the meaning of the
symbols used on the map.
© Use the scale to estimate
distances between places
shown on the map.
0 Use the compass rose to
determine the direction on
the map.
© Read the questions and
then carefully study the
map to determine the
answers.
Quebec Name of
ARCTIC OCEAfT
GREENLAND
(Denmark)
ALASKA
(U.S.)
NEWFOUNDLAND
BRITISH |
COLUMBIA
1871
Hudsot
QUEBEC
1867
Church
PRINCE
Vancouver £
Island
N. Saskatchewan R.
MANITOBA
1870-
ISLAND
* 1873
^Halifax
NOVA SCOTIA
niari<>\ 1867^A
lamilton - NEW
BRUNSWICK
1867
ONTARIO „ ,, St. J
1867 Quebec
V| Montreal
PACIFIC.
OCEAN /
STATES
The dates indicate the
year each province or
territory became part
of Canada.
The labels identify
Canada's provinces and
territories in 1871.
| Maps typically show
distances in both miles
and kilometers.
I— 1. All of the following provinces were part of Canada
in 1867 except
O
A. New Brunswick.
B. Manitoba.
C. Ontario.
D. Quebec.
, , , iTT ^ i Use the scale to answer
*-^2. About how long is the United States-Canada — questions like this.
border from western Lake Superior to the
Pacific Ocean?
A. 900 miles
B. 1,200 miles
C. 1,500 miles
D. 1,800 miles
answers: 1 (B); 2 (C)
S20
; ; ; ; ; P
' r ' r ' r
r , * ; ' : '
PRACTICE
r , r ^ r ^
Directions: Use the map and your knowledge of world history to answer questions 1 through 4
1. The oldest part of the Persian Empire
is found
A. east of the Zagros Mountains.
B. in Arabia.
C. along the Caspian Sea.
D. in the region called Bactria.
The Persian Empire reached its
greatest extent, including Egypt
and the Indus River valley, by
A. 559 b.c.
B. 500 b.c.
C. 375 b.c.
D. 475 b.c.
3.
The battles of Marathon and
Salamis were fought between
the Persians and the
A. Egyptians.
B. Syrians.
C. Greeks.
D. Phoenicians.
4. The Royal Road between Susa
and Sardis was most likely used
A. to bring food and supplies from
Bactria to Persia.
B. by Egyptian and Syrian peasants
traveling west.
C. to carry riches looted by Persian
soldiers.
D. by the Persian army and royal
messengers.
STRATEGIES FOR TAKING STANDARDIZED TESTS
STRATEGIES
Thematic Maps
A thematic map # or special-
purpose map, focuses on a
particular topic. The
movements of peoples, a
country's natural resources,
and major battles in a war are
all topics you might see
illustrated on a thematic map.
O Read the title to
determine the subject and
purpose of the map.
© Examine the labels on the
map to find more
information on the map's
subject and purpose.
0 Study the legend to find
the meaning of the
symbols and colors used on
the map.
© Look at the colors and
symbols on the map to try
to identify patterns.
© Read the questions, and
then carefully study the
map to determine the
answers.
answers: 1 (C); 2 (B)
O
The Spread of Buddhism
KOREA
m/ V ^S^ aeSOng
KyongiuBA.o-^
f f K,//rnrV^m
Kh °Vr*4f_>st-3rd centuries _Dunhuang
Taxila 1
3rd century B.c.
TIBET
Lumbini
Chang' an"
Putuo Shan
V East f
China , f
S ea ,
^ a Putr a
INDIA
Sanchi
■
Sarnath ^
South
China
Sea
Bay of Bengal
Anuradhapura
\ Ceylon
INDIAN
Sumatra'
( The labels identify the
important Buddhist sites
jn South and East Asia.
Borneo
Route of Spread
Buddhist site
Notice that Buddhism
began in northern India
Q and next spread to much
of the rest of the Indian
subcontinent.
pi.
©
To which area did Buddhism spread after A.D. 550?
A. Java
B. China
C. Japan
D. Champa
L— 2 . The routes tracing the spread of Buddhism show the
great cultural influence that China had on
A. Mongolia and Vietnam.
B. Korea and Japan.
C. Vietnam and Korea.
D. India and Japan.
S22
f
r
PRACTICE
r . „ f
For more test practice online . . .
< iUEEMI
* CLASSZONE.COM
Directions: Use the map and your knowledge of world history to answer questions 1 through 4.
The Christian Conquest of Muslim Spain
Bay of Biscay
FRANCE
Leon
Pamplona^
# Burgos
Saragossa
Barcelona
Tagus R.
Lisbon Sagrajas
SPAIN
Toledo
*
Badajoz
Cordoba
Seville, M
ilqw ivirK.
Alarcos
j Las Navas
*
Valencia
]ucar R-
Murcia^
Granada
Mediterranean
Sea
\TLANT1C
OCEAN
200 miles
0 100 200 kilometers
Azimuthal Equidistant Projection
■ City
^(t Battle
□ Conquered before 914
□ Conquered 915-1080
i Conquered 1081-1130
| Conquered 1131-1210
f] Conquered 1211-1250
| Conquered 1251-1480
J Conquered after 1481
2 .
The Christian conquest of Muslim
lands on the Iberian Peninsula began
A. in the west.
B. in the north.
C. along the Mediterranean coast.
D. along the entire Atlantic coast.
By about 1250, Christians held what
portion of the Iberian Peninsula?
A. less than half
B. about half
C. slightly more than half
D. almost the entire peninsula
In what time period was the
Battle of Las Navas fought?
A. between 914 and 1080
B. between 1131 and 1210
C. between 1211 and 1250
D. between 1251 and 1480
4. The last major city that the
Christians captured was
A. Barcelona.
B. Granada.
C. Seville.
D. Valencia.
S23
STRATEGIES
Time Lines
0 The End of Colonialism in Africa
A time line is a type of chart
that lists events in the order in
which they occurred. In other
words, time lines are a visual
method of showing what
happened when.
0 Read the title to discover
the subject of the time
line.
0 Identify the time period
covered by the time line
by noting the earliest and
latest dates shown.
0 Read the events and their
dates in sequence. Notice
the intervals between
events.
0 Use your knowledge of
history to develop a fuller
picture of the events listed
in the time line. For
example, place the events
in a broader context by
considering what was
happening elsewhere in
the world.
0 Use the information you
have gathered from these
strategies to answer the
questions.
On vertical time lines, the
earliest date is shown at
the top. On horizontal time '
lines, it is on the far left.
1960
16 countries, including
Nigeria and Congo,
gain independence.
1962
Algeria, Rwanda,
Burundi, and Uganda
become independent.
1964
Malawi and Zambia
win independence.
1956
Sudan, Tunisia,
and Morocco gain
independence.
1957
Ghana wins
independence.
1961
Sierra Leone and
Tanganyika (later Tanzania)
gain independence.
T%3
Kenya gains
independence.
Notice that many
a African countries won
independence in the
first half of the 1960s.
1966
Botswana and
Lesotho become
independent.
1975
Sao Tome and
Principe, Angola,
Mozambique, and
Comoros gain
independence.
Recall that this is the
O period after World War II,
when European colonial
powers were weakened.
-^1. The first countries to win independence were all located in
0
A. North Africa.
B. West Africa.
C. East Africa.
D. Southern Africa.
2. Which of the following titles best describes events in the 1960s?
A. The Rise of Communism
B. The Rise of Colonialism
C. The Decade of Independence
D. The Decade of Suffering
answers: 1 (A); 2 (C)
S24
PRACTICE
For more test practice online . . .
r 1 UMiaiftmiHi
* CLASSZONE.COM
Directions: Use the time line and your knowledge of world history to answer questions 1 through 4.
The Breakup of the Soviet Union
1985
Mikhail Gorbachev
becomes leader of
Soviet Union.
1989
Soviet elections
result in defeat of
many Communist
candidates.
1991
Boris Yeltsin elected
president of Russia.
Communist and
army hardliners
seize power; Yeltsin
leads resistance that
defeats them.
Soviet Union
ceases to exist.
1986
Gorbachev launches
glasnost and
perestroika reforms.
1988
New Soviet
constitution
allows for
open elections.
1990
Lithuania declares
independence; over
the next
several months
13 other republics
follow suit.
1 .
What event was a direct result of the
new constitution that took effect in
1988?
A. Gorbachev launched glasnost and
perestroika reforms.
B. Many Communist candidates lost
elections.
C. Communist hardliners seized power.
D. Several Soviet republics declared
independence.
When did Lithuania declare its
independence from the Soviet Union?
A. 1988
B. 1989
C. 1990
D. 1991
4.
What was the result of the hard-
liners’ attempt to seize power
in 1991?
A. They prevented the collapse of the
Soviet Union.
B. Leaders in other Communist countries
joined their cause.
C. Gorbachev defeated Yeltsin in a
struggle for power.
D. They failed to gain control, and the
country rapidly fell apart.
For much of the time it existed, the
Soviet Union was engaged with the
United States in a long conflict called
A. World War I.
B. World War II.
C. the Gulf War.
D. the Cold War.
S25
STRATEGIES FOR TAKING STANDARDIZED TESTS
f r r r r
r r r r r f
f e f f f
r r r r r r
r r r r r
r c f r f f
r r r r r
r f f f r r f r f r r f r f f f r
f r r r r r r r r f r f r r c r
r r f r r r r r r r r r r f r c
r f f r r r f r r r r r r f r r r \
ffffffrcrrffff ff
r r r r r r
STRATEGIES
r f r r r
Constructed Response
Constructed-response
questions focus on various
kinds of documents. Each
document usually is
accompanied by a series of
questions. These questions call
for short answers that, for the
most part, can be found
directly in the document. Some
answers, however, require
knowledge of the subject or
time period addressed in the
document.
© Read the title of the
document to discover the
subject addressed in the
questions.
© Study and analyze the
document. Take notes on
what you see.
© Read the questions
carefully and then study
the document again to
locate the answers.
© Carefully write your
answers. Unless the
directions say otherwise,
your answers need not be
complete sentences.
o
Maya Pyramid in Palenque, Mexico
Constructed-response questions
use a wide range of documents
including short passages, cartoons,
charts, graphs, maps, time lines,
posters, and other visual materials.
This document is a photograph
showing ruins in Palenque, Mexico.
The flat-topped pyramid is typical
of the early civilizations of
Mesoamerica.
Copyright © Kevin Schafer/Corbis.
© 1. Palenque was one of the city-states of what Mesoamerican
civilization?
tAajjjCL
2. For what purpose do you think this pyramid was built?
© re! ioious purposes
3.
Whatfeasons)have been suggested for
the decline of this civilization in the late
a.d. 800s?
Since the question uses the
plural reasons, your
answer must include more
than one explanation.
warfare among hAai/a q'ty-stakes, which disrupted trade, and
caused economic hardship ; over- far wing and population growth, which
caused ecological damage, resulting in food shortages , famine, and
disease
S26
* CLASSZONE.COM
Directions: Use the passage and your knowledge of world history to answer
questions 1 through 3. Your answers need not be in complete sentences.
A New South Africa
. . . [W]e all carried [pain] in our hearts as we saw our country tear itself apart
in terrible conflict, and as we saw it spurned, outlawed and isolated by the
peoples of the world, precisely because it has become the universal base of
the [destructive] ideology and practice of racism and racial oppression. . . .
We have, at last, achieved our political emancipation. We pledge
ourselves to liberate all our people from the continuing bondage of poverty,
deprivation, suffering, gender, and other discrimination. . . . We enter into a
covenant that we shall build the society in which all South Africans, both
black and white, will be able to walk tall, without any fear in their hearts,
assured of their inalienable right to human dignity — a rainbow nation at
peace with itself and the world. . . .
Never, never and never again shall it be that this beautiful land will again
experience the oppression of one by another and suffer the indignity of being
the skunk of the world.
— Nelson Mandela, Inaugural Address as President of South Africa (1994)
1. What was the name of the government policy that Nelson Mandela called
the “[destructive] ideology and practice of racism and racial oppression”?
2. How did other nations outlaw and isolate South Africa?
3. Why was Mandela’s election as president significant?
S27
STRATEGIES FOR TAKING STANDARDIZED TESTS
STRATEGIES
Extended Response
Extended-response questions,
like constructed-response
questions, usually focus on a
document of some kind.
However, they are more
complex and require more
time to complete than short-
answer constructed-response
questions. Some extended-
response questions ask you to
present the information in the
document in a different form.
Others require you to complete
a chart, graph, or diagram. Still
others ask you to write an
essay, a report, or some other
extended piece of writing. In
most standardized tests,
documents only have one
extended-response question.
Q Read the title of the
document to get an idea
of the subject.
© Carefully read the
extended-response
questions. (Question 1 asks
you to complete a chart.
Question 2 assumes that
the chart is complete and
asks you to write an essay
based on information in
the chart.)
© Study and analyze the
document.
© Sometimes the question
gives you a partial answer.
Analyze that answer to
determine what kind of
information your answers
should contain.
© If the question requires an
extended piece of writing,
jot down ideas in outline
form. Use this outline to
write your answer.
Like constructed-response questions,
extended-response questions use
a wide range of documents. This
document is a chart of several
inventions developed during the
Industrial Revolution.
Invention Impact
Flying shuttle,
spinning jenny,
water frame,
spinning mule,
power loom
Made it possible to quickly spin thread and
weave cloth; led to the spread of factories
O
Cotton gin
Made it -faster to dean seeds from cotton,
spurred increase in cotton production
Macadam road,
steamboat,
locomotive
Made transportation bu land and water fasten
Made transportation of larger loads possible-,
railroads boosted demand for coal and iron,
spurring those industries
Mechanical reaper
Made harvesting easier, increased wheat
production
© Inventions of the Industrial Revolution
1. In the right-hand column of the chart, briefly describe
the impact of the inventions listed in the left-hand column.
> The first entry has been completed for you.
— 2. The chart shows how certain inventions contributed to the
development of the Industrial Revolution. Write a short essay
describing the impact of the Industrial Revolution on society.
©
Sample Response The best essays will point out that
developments in agriculture reduced the need for labor on
the land. Many farm workers left the country seeking work in
factories in the cities. As a result, cities grew much larger.
However, lack of sanitation and poor quality buildings made
cities unhealthy, and sometimes dangerous, places to live. Life
for factory workers was made worse because they worked
long hours under dreadful conditions. Society split into clear
social classes, with an upper class of landowners and
aristocrats, a growing middle class of merchants and factory
owners, and a large, generally poor lower class. Over the long
term, though, working and living conditions improved for the
working class, in part because factory-produced goods were
cheaper.
S28
r
r
r
r
r
PRACTICE
For more test practice online . . .
cfu&UiZ&uua
^ CLASSZONE.COM
S29
1. How and for what purpose were the pyramids of ancient Egypt built?
Directions: Use the diagram and your knowledge of world history to answer
question 1.
Cutaway of the Great Pyramid at Giza
a. Entrance
b. Descending Corridor
c. Underground Chamber
d. Service Corridor
e. Ascending Corridor
f. Queen's Room
g. Air Shafts
h. Great Gallery
i. Antechamber
j. King's Chamber
k. Weight Relief Chamber
V,
v *’ *4 r
STRATEGIES FOR TAKING STANDARDIZED TESTS
r
r
r
r
f
f
STRATEGIES
Document-Based Questions
A document-based question
(DBQ) requires you to analyze
and interpret a variety of
documents. These documents
often are accompanied by
short-answer questions. You
use these answers and
information from the
documents to write an essay
on a specified subject.
© Read the "Historical
Context" section to get a
sense of the issue
addressed in the question.
© Read the "Task" section
and note the action words.
This will help you
understand exactly what
the essay question requires.
© Study and analyze each
document. Consider what
connection the documents
have to the essay question.
Take notes on your ideas.
© Read and answer the
document-specific
questions. Think about
how these questions
connect to the essay topic.
Introduction
Q Historical Context: For hundreds of years, Mongol nomads lived in
separate tribes, sometimes fighting among themselves. In the early
1200s, a new leader — Genghis Khan — united these tribes and turned
the Mongols into a powerful fighting force.
© Task: Discuss how the Mongols achieved their conquest of Central
and East Asia and what impact their rule had on Europeans.
Part 1: Short Answer
Study each document carefully and answer the questions that follow.
© Document 1: Mongol Warrior
© What were the characteristics of Mongol warriors?
line, tAonno! soldiers were excellent horsemen who could travel greed
distances without rest. They attacked swiftly and without mercif, they
used clever psychological warfare to strike fear into their enemies, and
they cud opted ne\AJ weapons and technology.
S30
Painting: Victoria & Albert Museum, London/Art Resource, New York.
Document 2: The Mongol Empire
Vienna* * Krakow
. .Kiev
■■■ "<
■^Constantinople
0 500 1,000 kilometers
Two-Point Equidistant Projection
RUSSIA
M P I R E
Karakorum m
Baghdai
Beijing
iamarkand ^Tashkent
ABBASID
CALIPHATE
TAKUMAl
DESERT
East
China *
Sea i
;hengdu.
P\\ / *-■' (Yang tz ' e
%'i Chongqing
°Y CHINA .Gi
?MA
ANNAM
TIBET
Lhasa*
ingzhou
Conquest by Genghis Khan
Added by Successors
— • Silk Road
* City
© Carefully read the essay
question. Then write an
outline for your essay.
© Write your essay. Be sure
that it has an introductory
paragraph that introduces
your argument main body
paragraphs that explain it,
and a concluding
paragraph that restates
your position. In your
essay, include quotations
or details from specific
documents to support
your ideas. Add other
supporting facts or details
that you know from your
study of world history.
What route connected the Mongol Empire to Europe?
What was the major purpose of this route?
The Silk Road ft \AJas the Major trade, route, between Asia, and Europe,.
Document 3: The Great Khan’s Wealth
Let me tell you further that several times a year a [command] goes
forth through the towns that all those who have gems and pearls
and gold and silver must bring them to the Great Khan s mint. This
they do, and in such abundance that it is past all reckoning; and
they are all paid in paper money. By this means the Great Khan
acquires all the gold and silver and pearls and precious stones of all
his territories.
— Marco Polo, The Travels of Marco Polo (c. 1300)
How did Marco Polo’s descriptions of his travels
encourage European interest in East Asia?
Europeans were attracted by his descriptions of the great wealth.
Q Part 2: Essay
Using information from the documents, your answers to the
questions in Part 1, and your knowledge of world history, write
an essay discussing how the Mongols conquered Central and East
Asia and what effects their rule had on Europeans. ©
Sample Response The best
essays will link the Mongols 7
tactics, fierce will, and strong
military organization to their
successful conquest of vast
areas in Central and East Asia
(Documents 1 and 2). They
will also note that rule over
these vast lands brought a
period of peace and united
regions that had before then
been separate. Essays should
point out that this peace
revived trade along the Silk
Road (Document 2) and
brought new inventions and
ideas to Europe. Further,
accounts of the immense
wealth in Mongol lands
(Document 3) spurred
Europeans 7 interest in
tapping into that wealth.
S31
STRATEGIES FOR TAKING STANDARDIZED TESTS
For more test practice online . . .
* CLASSZONE.COM
Document 2: A Declaration of Rights
1. Men are bom and remain free and equal in rights. Social distinctions may
be founded only upon the general good.
2. The aim of all political association is the preservation of the natural . . .
rights of man. These rights are liberty, property, security, and resistance
to oppression. . . .
6. Law is the expression of the general will. Every citizen has a right to
participate personally, or through his representative, in its foundation. It
must be the same for all, whether it protects or punishes. All citizens,
being equal in the eyes of the law, are equally eligible to all dignities and
to all public positions and occupations, according to their abilities, and
without distinction except that of their virtues and talents.
— Declaration of the Rights of Man and of the Citizen (1 789)
How do these statements reflect the ideals of the Enlightenment?
Document 3: The French Revolution — Major Events
July 1789
Crowd storms the Bastille.
Aug. 1789
National Assembly abolishes feudalism, approves
Declaration of the Rights of Man and of the Citizen.
Nov. 1789
National Assembly seizes lands of Catholic Church.
Aug. 1792
Paris mob captures
King Louis XVI.
Sep. 1792
Crowds kill priests, nobles
in September Massacres;
monarchy abolished.
July 1794
Robespierre
executed. Terror
ends.
1794
July 1790
Church put
under control of
government;
France made a
constitutional
monarchy.
June 1791
Royal family
arrested in
escape attempt.
Jan. 1793
King executed by guillotine.
Spring 1793
Robespierre and allies gain control of
government, begin to arrest rivals.
1793-1794
Reign of Terror: about 300,000 arrested
and 17,000 executed.
The French Revolution was moderate at first but quickly became
radical. How does the information in the time line illustrate this?
Part 2: Essay
Using information from the documents, your answers to the questions in Part 1,
and your knowledge of world history, write an essay discussing how social
conflict and intellectual movements contributed to the F rench Revolution and
why the Revolution turned radical.
S33
STRATEGIES FOR TAKING STANDARDIZED TESTS
Beginnings of
Civilization
4 million b.c. - 200 b.c.
Rising out of the sands of Egypt
are enduring signs of an ancient
CHAPTER
The Peopling of the
World, Prehistory-2500 b.c.
Previewing Main Ideas
1 INTERACTION WITH ENVIRONMENT ! As early humans spread out over the
world, they adapted to each environment they encountered. As time
progressed, they learned to use natural resources.
Geography Study the time line and the map. Where in Africa did human
life begin?
| SCIENCE AND TECHNOLOGY | The earliest peoples came up with new ideas
and inventions in order to survive. As people began to live in settlements,
they continued to develop new technology to control the environment.
Geography Early humans began to migrate about 1.8 million years ago.
What paths did these migrations take?
[ECONOMICS] Early humans hunted animals and gathered wild plant foods
for 3 to 4 million years. Then about 10,000 years ago, they learned to tame
animals and to plant crops. Gradually, more complex economies developed.
Geography Early settlement sites often were near rivers. Why might they
have been located there?
INTEGRATED TECHNOLOGY
CeEdition c |: INTERNET RESOURCES
• Interactive Maps Go to classzone.com for:
• Interactive Visuals • Research Links • Maps
• Interactive Primary Sources • Internet Activities • Test Practice
• Primary Sources • Current Events
• Chapter Quiz
2,500,000 b.c.
Paleolithic Age begins.
(Paleolithic lunar calendar) ►
First hominids appear in Africa,
(early hominid footprint) ►
1,600,000 B.c.
Homo erectus
appears.
200,000 B.c.
Neanderthals
appear.
2
Prehistoric World to 2500 b.c.
EUROPE
Neanderthal
Cheddar
lascaux
Cro-Magtio
7 ■ .V
h[pN
Jarm V ♦ Shan j dar
(PEriiiaioi
20°S
40,000 b.c.
Cro-Magnons
emerge. ►
8000 b.c.
Neolithic Age begins;
first agriculture takes place.
3000 b.c.
4 Bronze Age
well-established
in Mesopotamia,
1500 Miles
0 750
Winkel-Tripal Projection
1500 Kilometers
WE
◄ City of Ur
flourishes in Sumer
^ Homo ereclus migration route
♦ Fossil or settlement site
I I Additional land. 18,000 n c
I I Extent of ice sheet, 18.000 bc
G fecial C oastlin e, 1 8,000 b.c,
3
How would these took help
early humans survive l .
You have joined a team of scientists on an
expedition to an ancient site where early
humans once lived. The scientists’ goal is to
search for evidence that might unlock the
mysteries of the past.
You’re an eyewitness to their astounding
discovery — human-made tools about 5,000
years old. They belonged to the so-called
Ice Man, discovered in 1991. (See History
in Depth, page 15.)
The remnants of a backpack
A birch-bark container
A dagger and its sheath
What did early humans need to do to survive?
• What physical actions would these tools help humans do?
As a class, discuss these questions. In your discussion, think about
recent tools and inventions that have changed people’s lives. As you
read about the ancestors of present-day humans, notice how early
toolmakers applied their creativity and problem-solving skills.
4 Chapter 1
Human Origins in Africa
MAIN IDEA 1 WHY IT MATTERS NOW | TERMS & NAMES
INTERACTION WITH
ENVIRONMENT Fossil evidence
shows that the earliest humans
originated in Africa and spread
across the globe.
The study of early human
remains and artifacts helps in
understanding our place in
human history.
• artifact
• culture
• hominid
• Paleolithic
Age
• Neolithic
Age
• technology
• Homo
sapiens
SETTING THE STAGE What were the earliest humans like? Many people have
asked this question. Because there are no written records of prehistoric peoples,
scientists have to piece together information about the past. Teams of scientists
use a variety of research methods to learn more about how, where, and when
early humans developed. Interestingly, recent discoveries provide the most
knowledge about human origins and the way prehistoric people lived. Yet, the
picture of prehistory is still far from complete.
Scientists Search for Human Origins
Written documents provide a window to the distant past. For several thousand
years, people have recorded information about their beliefs, activities, and
important events. Prehistory, however, dates back to the time before the inven-
tion of writing — roughly 5,000 years ago. Without access to written records, sci-
entists investigating the lives of prehistoric peoples face special challenges.
Scientific Clues Archaeologists are specially trained scientists who work like
detectives to uncover the story of prehistoric peoples. They learn about early peo-
ple by excavating and studying the traces of early settlements. An excavated site,
called an archaeological dig, provides one of the richest sources of clues to the
prehistoric way of life. Archaeologists sift through the dirt in a small plot of land.
They analyze all existing evidence, such as bones and artifacts. Bones might
reveal what the people looked like, how tall they were, the types of food they ate,
diseases they may have had, and how long they lived. Artifacts are human-made
objects, such as tools and jewelry. These items might hint at how people dressed,
what work they did, or how they worshiped.
Scientists called anthropologists study culture , or a people’s unique way of
life. Anthropologists examine the artifacts at archaeological digs. From these,
they re-create a picture of early people’s cultural behavior. (See Analyzing Key
Concepts on culture on the following page.)
Other scientists, called paleontologists, study fossils — evidence of early life pre-
served in rocks. Human fossils often consist of small fragments of teeth, skulls, or
other bones. Paleontologists use complex techniques to date ancient fossil remains
and rocks. Archaeologists, anthropologists, paleontologists, and other scientists
work as a team to make new discoveries about how prehistoric people lived.
TAKING NOTES
Categorizing Use a
diagram to list advances
of each hominid group.
Q O
(Hominid Group)
Cro-tA&gnons
The Peopling of the World 5
Analyzing Key Concepts
Culture
In prehistoric times, bands of humans that lived near one another began to
develop shared ways of doing things: common ways of dressing, similar
hunting practices, favorite animals to eat. These shared traits were the first
beginnings of what anthropologists and historians call culture.
Culture is the way of life of a group of people. Culture includes common
practices of a society, its shared understandings, and its social organization.
By overcoming individual differences, culture helps to unify the group.
Components of Culture
Common Practices
\ Shared Understandings
Social Organization
• what people eat
• language
• family
• clothing and
• symbols
• class and caste structure
adornment
• religious beliefs
• relationships between
• sports
• values
individual and community
• tools and technology
• thp art*;
• government
• social customs
L 1 1 V., Ul IJ
• political beliefs
• economic system
• work
• view of authority
How Culture Is Learned
People are not born knowing about culture. Instead, they must learn
culture. Generally, individuals learn culture in two ways. First, they observe
and imitate the behavior of people in their society. Second, people in
their society directly teach the culture to them, usually through spoken
or written language.
Observation and Imitation
Direct Teaching
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on culture, go to classzone.com
6 Chapter 1
DATA FILE
CULTURAL DATA
Annual movie attendance,
1998-2000 (per person)*
5.0
~D3~
India U*5, Kenya
* UNESCO, last update 3/03
Marriage rates, 1999
(per 1,000 population)*
U.S. Japan Finland
14 Monthly Bulletin of Statistics,
United Nations, October 2001
Divorces, 1996
(as % of marriages)*
-65%
Russia U.S. Turkey
N Human Development Report,
United Nations, 2000
Average family size,
1980-1990*
Algeria Peru U.S.
e UNESCO, last update 8/17/01
Connect to Today
1. Forming and Supporting Opinions
In U.S. culture, which shared
understanding do you think is the
most powerful? Why?
^ See Skillbuilder Handbook, page R20.
2. Making Inferences Judging from the
divorce rate in Turkey, what
components of culture do you think
are strong in that country? Why?
MAIN IDEA
Drawing
Conclusions
Why were the
discoveries of
hominid footprints
and "Lucy"
important?
Early Footprints Found In the 1970s, archaeologist Mary
Leakey led a scientific expedition to the region of Laetoli in
Tanzania in East Africa. (See map on page 10.) There, she
and her team looked for clues about human origins. In 1978,
they found prehistoric footprints that resembled those of
modern humans preserved in volcanic ash. These footprints
were made by humanlike beings now called australo-
pithecines (aw*STRAY*loh*PIHTH*ih*SYNz). Humans and
other creatures that walk upright, such as australopithecines,
are called hominids . The Laetoli footprints provided striking
evidence about human origins:
PRIMARY SOURCE
What do these footprints tell us? First, . . . that at least
3,600,000 years ago, what I believe to be man's direct ancestor
walked fully upright. . . . Second, that the form of the foot was
exactly the same as ours. . . . [The footprints produced] a kind
of poignant time wrench. At one point, . . . she [the female
hominid] stops, pauses, turns to the left to glance at some
possible threat or irregularity, and then continues to the north.
This motion, so intensely human, transcends time.
MARY LEAKEY, quoted in National Geographic
The Discovery of "Lucy" While Mary Leakey was working
in East Africa, U.S. anthropologist Donald Johanson and his
team were also searching for fossils. They were exploring
sites in Ethiopia, about 1,000 miles to the north. In 1974,
Johanson ’s team made a remarkable find — an unusually com-
plete skeleton of an adult female hominid. They nicknamed
her “Lucy” after the song “Lucy in the Sky with Diamonds.”
She had lived around 3.5 million years ago — the oldest
hominid found to that date. A,
History Makers
The Leakey Family
The Leakey family has had a
tremendous impact on the study of
human origins. British anthropologists
Louis S. B. Leakey (1903-1972) and
Mary Leakey (1913-1996) began
searching for early human remains in
East Africa in the 1930s. Their efforts
turned what was a sideline of science
into a major field of scientific inquiry.
Mary became one of the world's
renowned hunters of human fossils.
Their son Richard; Richard's wife,
Maeve; and Richard and Maeve's
daughter Louise have continued the
family's fossil-hunting in East Africa
into the 21st century.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on the
Leakey family, go to classzone.com
Hominids Walk Upright Lucy and the hominids who left
their footprints in East Africa were species of australopithecines. Walking upright
helped them travel distances more easily. They were also able to spot threatening
animals and carry food and children.
These early hominids had already developed the opposable thumb. This means
that the tip of the thumb can cross the palm of the hand. The opposable thumb was
crucial for tasks such as picking up small objects and making tools. (To see its
importance, try picking up a coin with just the index and middle fingers. Imagine
all of the other things that cannot be done without the opposable thumb.)
The Old Stone Age Begins
The invention of tools, mastery over fire, and the development of language are
some of the most impressive achievements in human history. Scientists believe
these occurred during the prehistoric period known as the Stone Age. It spanned a
vast length of time. The earlier and longer part of the Stone Age, called the Old
Stone Age or Paleolithic Ag e, lasted from about 2.5 million to 8000 b.c. The old-
est stone chopping tools date back to this era. The New Stone Age, or Neolithic
Age, began about 8000 b.c. and ended as early as 3000 b.c. in some areas. People
who lived during this second phase of the Stone Age learned to polish stone tools,
make pottery, grow crops, and raise animals.
The Peopling of the World 7
Australopithecines
• 4 million to 1 million b.c.
• found in southern and
Homo habilis
• 2.5 million to
1 .5 million b.c.
• brain size 500 cm 3 (cubic centimeters)
• first humanlike creature to walk upright
eastern Africa
• found in East Africa
• brain size 700 cm 3
• first to make stone tools
4 million years ago
Much of the Paleolithic Age occurred during the period in the earth’s history
known as the Ice Age. During this time, glaciers alternately advanced and retreated
as many as 18 times. The last of these ice ages ended about 10,000 years ago. By
the beginning of the Neolithic Age, glaciers had retreated to roughly the same area
they now occupy.
Homo habilis May Have Used Tools Before the australopithecines eventually
vanished, new hominids appeared in East Africa around 2.5 million years ago. In
1960, archaeologists Louis and Mary Leakey discovered a hominid fossil at
Olduvai (OHL*duh*vy) Gorge in northern Tanzania. The Leakeys named the fossil
Homo habilis, which means “man of skill.” The Leakeys and other researchers
found tools made of lava rock. They believed Homo habilis used these tools to cut
meat and crack open bones. Tools made the task of survival easier.
Homo erectus Develops Technology About 1.6 million years ago, before Homo
habilis left the scene, another species of hominids appeared in East Africa. This
species is now known as Homo erectus, or “upright man.” Some anthropologists
believe Homo erectus was a more intelligent and adaptable species than Homo
habilis. Homo erectus people used intelligence to develop technolog y — ways of
applying knowledge, tools, and inventions to meet their needs. These hominids
gradually became skillful hunters and invented more sophisticated tools for dig-
ging, scraping, and cutting. They also eventually became the first hominids to
migrate, or move, from Africa. Fossils and stone tools show that bands of Homo
erectus hunters settled in India, China, Southeast Asia, and Europe.
According to anthropologists, Homo erectus was the first to use fire. Fire pro-
vided warmth in cold climates, cooked food, and frightened away attacking ani-
mals. The control of fire also probably helped Homo erectus settle new lands.
Homo erectus may have developed the beginnings of spoken language.
Language, like technology, probably gave Homo erectus greater control over the
environment and boosted chances for survival. The teamwork needed to plan hunts
and cooperate in other tasks probably relied on language. Homo erectus might have
named objects, places, animals, and plants and exchanged ideas. B.
The Dawn of Modern Humans
Many scientists believe Homo erectus eventually developed into Homo sapiens —
the species name for modern humans. Homo sapiens means “wise men.” While
they physically resembled Homo erectus, Homo sapiens had much larger brains.
MAIN IDEA
Recognizing
Effects
fi/ How did
Homo erectus use
fire to adapt to the
environment?
8 Chapter 1
Homo erectus
• 1 .6 million
to 30,000 b.c.
• found in Africa,
Asia, and Europe
• brain size 1,000 cm 3
Neanderthal
* 200,000 to 30,000 b.c.
* found in Europe and
Southwest Asia
* brain size 1,450 cm 3
* first to have ritual burials
Cro-Magnon
* 40,000 to 8000 B.c.
* found in Europe
* brain size 1,400 cm 3
* fully modern humans
* created art
Scientists have traditionally classified Neanderthals and
Cro-Magnons as early groups of Homo sapiens. However,
in 1997, DNA tests on a Neanderthal skeleton indicated that
Neanderthals were not ancestors of modern humans. They
were, however, affected by the arrival of Cro-Magnons, who
may have competed with Neanderthals for land and food.
Neanderthals' Way of Life In 1856, as quarry workers
were digging for limestone in the Neander Valley in
Germany, they spotted fossilized bone fragments. These
were the remains of Neanderthals, whose bones were dis-
covered elsewhere in Europe and Southwest Asia. These
people were powerfully built. They had heavy slanted brows,
well-developed muscles, and thick bones. To many people,
the name “Neanderthal” calls up the comic-strip image of a
club-carrying caveman. However, archaeological discoveries
reveal a more realistic picture of these early hominids, who
lived between 200,000 and 30,000 years ago.
Evidence suggests that Neanderthals tried to explain and
control their world. They developed religious beliefs and
performed rituals. About 60,000 years ago, Neanderthals
held a funeral for a man in Shanidar Cave, located in north-
eastern Iraq. Some archaeologists theorize that during the
funeral, the Neanderthal’s family covered his body with
flowers. This funeral points to a belief in a world beyond
the grave. Fossil hunter Richard Leakey, the son of Louis
and Mary Leakey, wrote about the meaning of this
Neanderthal burial:
PRIMARY SOURCE
The Shanidar events . . . speak clearly of a deep feeling for
the spiritual quality of life. A concern for the fate of the
human soul is universal in human societies today, and it was
evidently a theme of Neanderthal society too.
RICHARD E. LEAKEY, The Making of Mankind
Neanderthals were also resourceful. They survived harsh
Ice Age winters by living in caves or temporary shelters made
History // Depth
Time Line of Planet Earth
Imagine the 102 stories of the
Empire State Building as a scale for
a time line of the earth's history.
Each story represents about 40
million years. Modern human
beings have existed for just a tiny
percentage of the life of this planet.
Present
1 billion -
years ago
2 billion —
years ago
3 billion -
years ago
0 ^=j— 40,000 years ago
Cro-Magnons appear.
200,000 years ago
Neanderthals appear.
I— 4 million years ago
Australopithecines
appear.
-65 million years ago
Dinosaurs disappear;
first mammals appear.
240 million years ago
First dinosaurs appear.
3.5 billion years ago
First single-cell
life appears.
4 billion years ago
4.4 billion years ago
Earth is formed.
The Peopling of the World 9
of wood and animal skins. Animal bones found with Neanderthal fossils indicate the
ability of Neanderthals to hunt in subarctic regions of Europe. To cut up and skin their
prey, they fashioned stone blades, scrapers, and other tools. The Neanderthals survived
for some 170,000 years and then mysteriously vanished about 30,000 years ago. Cj
Cro-Magnons Emerge About 40,000 years ago, a group of prehistoric humans
called Cro-Magnons appeared. Their skeletal remains show that they are identical
to modern humans. The remains also indicate that they were probably strong and
generally about five-and-one-half feet tall. Cro-Magnons migrated from North
Africa to Europe and Asia.
Cro-Magnons made many new tools with specialized uses. Unlike
Neanderthals, they planned their hunts. They studied animals’ habits and stalked
their prey. Evidently, Cro-Magnons’ superior hunting strategies allowed them to
survive more easily. This may have caused Cro-Magnon populations to grow at a
slightly faster rate and eventually replace the Neanderthals. Cro-Magnons’
advanced skill in spoken language may also have helped them to plan more diffi-
cult projects. This cooperation perhaps gave them an edge over the Neanderthals.
MAIN IDEA
Comparing
How were
Neanderthals simi-
lar to people today?
Famous Finds
9 1960 At Olduvai Gorge, Tanzania, Louis Leakey finds 2-million-year-old stone tools.
CHAD
O 1974 In Ethiopia, Donald Johanson finds "Lucy," a 3.5-million-year-old hominid skeleton.
•
9 1978 At Laetoli, Tanzania, Mary Leakey finds 3.6-million-year-old hominid footprints.
ETHIOPIA
©
9 1994 In Ethiopia, an international team of scientists finds 2.33-million-year-old hominid jaw.
’ U i' 1 . ~ } :.v v y
9 2002 In Chad, scientists announce discovery of a possible 6-million-year-old hominid skull.
( | ° ,4 ‘ s'
GEOGRAPHY SKILLBUILDER: Interpreting Maps
TANZANIA
1 . Movement To what continents did Homo erectus groups migrate after leaving Africa?
2. Human-Environment Interaction What do the migration routes of Homo sapiens reveal about
their survival skills and ability to adapt?
1 0 Chapter 1
New Findings Add to Knowledge
Scientists are continuing to work at numerous sites in Africa.
Their discoveries change our views of the still sketchy pic-
ture of human origins in Africa and of the migration of early
humans out of Africa.
Fossils, Tools, and Cave Paintings Newly discovered fos-
sils in Chad and Kenya, dating between 6 and 7 million years
old, have some apelike features but also some that resemble
hominids. Study of these fossils continues, but evidence sug-
gests that they may be the earliest hominids. A 2.33-million-
year-old jaw from Ethiopia is the oldest fossil belonging to
the line leading to humans. Stone tools found at the same site
suggest that toolmaking may have begun earlier than previ-
ously thought.
New discoveries also add to what we already know about
prehistoric peoples. For example, in 1996, a team of
researchers from Canada and the United States, including a
high school student from New York, discovered a Neanderthal
bone flute 43,000 to 82,000 years old. This discovery hints at
a previously unknown talent of the Neanderthals — the gift of
musical expression. The finding on cave walls of drawings of
animals and people dating back as early as 35,000 years ago
gives information on the daily activities and perhaps even reli-
gious practices of these peoples.
Early humans’ skills and tools for surviving and adapting to
the environment became more sophisticated as time passed.
As you will read in Section 2, these technological advances
would help launch a revolution in the way people lived.
Connect toToday
Chad Discovery
In 2002, an
international
team of scientists
announced the
discovery of a 6-
to 7-million-year-
old skull in
northern Chad.
The skull is similar in size to a
modern chimpanzee, with a similar
brain capacity. (See photograph.)
The team reported that the skull,
nicknamed Toumai, or "hope of life,"
was the earliest human ancestor so
far discovered. Its date is, in fact,
millions of years older than the
previous oldest-known hominin.
The skull dates from the time that
scientists believe the ancestors of
humans split from the great apes.
Whether the skull is actually human
or ape will require further study.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY Create a TV news
special on the Chad skull. Include
conflicting theories on its origin. Go to
classzone.com for your research.
SECTION
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• artifact • culture • hominid • Paleolithic Age • Neolithic Age • technology • Homo sapiens
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which advance by a hominid
3. What clues do bones and
6. RECOGNIZING EFFECTS Why was the discovery of fire so
group do you think was the
artifacts give about early
important?
most significant? Explain.
peoples?
7. MAKING INFERENCES Why will specific details about the
4. What were the major
physical appearance and the customs of early peoples
I Q
achievements in human history
never be fully known?
during the Old Stone Age?
8. SYNTHESIZING How do recent findings keep revising
Hominid Group
5. How did Neanderthals and
knowledge of the prehistoric past?
Cro-tAdqnons
Cro-Magnons differ from earlier
peoples?
9. WRITING ACTIVITY | INTERACTION WITH ENVIRONMENT |
Write a persuasive essay explaining which skill —
toolmaking, the use of fire, or language— you think gave
hominids the most control over their environment.
CONNECT TO TODAY
CREATING AN ILLUSTRATED NEWS ARTICLE
Research a recent archaeological discovery. Write a two-paragraph news article about the find
and include an illustration.
The Peopling of the World 1 1
History through Art
Cave Paintings
INTEGRATED TECHNOLOGY
T Cave Paintings at
Tassili n'Ajer, Algeria
These paintings depict women, children, and
cattle. Located in Algeria, the Tassili n'Ajer
(tah»SEEL»ee nah* zheer) site contains more than
15,000 images. They depict shifts in climate,
animal migrations, and changes in human life.
The oldest paintings date back to about 6000
b.c. Images continued to be painted until
around the second century a.d.
12
*
2 *
Cave paintings created by primitive people are found on every
continent. The oldest ones were made about 35,000 years ago.
Cave paintings in Europe and Africa often show images of
hunting and daily activities. In the Americas and Australia, on
the other hand, the paintings tend to be more symbolic and
less realistic.
Scholars are not sure about the purpose of cave paintings.
They may have been part of magical rites, hunting rituals, or
an attempt to mark the events during various seasons. Another
theory is that cave paintings (especially the more realistic
ones) may simply be depictions of the surrounding world.
RESEARCH LINKS For more on cave
paintings, go to classzone.com
T Cave Paintings at Cuevas de las Manos in Argentina
Cuevas de las Manos (Cave of the Hands) is located in the Rio Pinturas ravine,
northeast of Santa Cruz, Argentina. Its rock walls display numerous hand
paintings in vivid colors. The Tehuelches (tuh»WEHL»cheez) people created the
paintings between 13,000 and 9,500 years ago. The cave is about 78 feet deep
and, at the entrance, about 48 feet wide and 32 feet high.
▲ Australian Aboriginal Cave Painting
This Aboriginal cave painting is in Kakadu (KAH»kuh»doo) National
Park, Australia. Aboriginal people have lived in this area for at least
25,000 years. The painting depicts a Barramundi (bahr»uh»MUHN*dee)
fish and a Dreamtime spirit. In the Aboriginal culture. Dreamtime is a
supernatural past in which ancestral beings shaped and humanized
the natural world.
▲ Replica of Lascaux Cave
Painting, France
Discovered in 1940 , the Lascaux (lalvSKOH)
cave contains more than 600 painted animals
and symbols. These works were probably
created between 15,000 and 13,000 b.c. In
1963, the cave was closed to the public. The
high volume of visitors and the use of artificial
lighting were damaging the paintings. A
partial replica of the cave was created and is
visited by about 300,000 people a year.
Connect to Today
1. Analyzing Motives Why do you
think primitive peoples used the
walls of caves for their paintings?
See Skillbuilder Handbook, page R15.
2. Comparing and Contrasting How
are these paintings similar to or
different from public murals created
today?
13
Humans Try to Control Nature
MAIN IDEA
ECONOMICS The development
of agriculture caused an
increase in population and the
growth of a settled way of life.
WHY IT MATTERS NOW
New methods for obtaining
food and the development of
technology laid the foundations
for modern civilizations.
TERMS & NAMES
• nomad • slash-and-
• hunter- burn farming
gatherer • domestication
• Neolithic
Revolution
SETTING THE STAGE By about 40,000 years ago, human beings had become
fully modern in their physical appearance. With a shave, a haircut, and a suit, a
Cro-Magnon man would have looked like a modern business executive.
However, over the following thousands of years, the way of life of early humans
underwent incredible changes. People developed new technology, artistic skills,
and most importantly, agriculture.
TAKING NOTES
Outlining Use an outline
to organize main
ideas and details.
Hunnans T ry to
Control Nature
). Bark/ Advances in
Technology and Art
A.
b.
)). T he beginnings of
Agriculture
Early Advances in Technology and Art
Early modern humans quickly distinguished themselves from their ancestors,
who had spent most of their time just surviving. As inventors and artists, more
advanced humans stepped up the pace of cultural changes.
Tools Needed to Survive For tens of thousands of years, men and women of the
Old Stone Age were nomads. Nomads were highly mobile people who moved
from place to place foraging, or searching, for new sources of food. Nomadic
groups whose food supply depends on hunting animals and collecting plant
foods are called hunter-gatherers . Prehistoric hunter-gatherers, such as roving
bands of Cro-Magnons, increased their food supply by inventing tools. For
example, hunters crafted special spears that enabled them to kill game at greater
distances. Digging sticks helped food gatherers pry plants loose at the roots.
Early modern humans had launched a technological revolution. They used
stone, bone, and wood to fashion more than 100 different tools. These expanded
tool kits included knives to kill and butcher game, and fish hooks and harpoons
to catch fish. A chisel-like cutter was designed to make other tools. Cro-
Magnons used bone needles to sew clothing made of animal hides.
Artistic Expression in the Paleolithic Age The tools of early modern humans
explain how they met their survival needs. Yet their world best springs to life
through their artistic creations. Necklaces of seashells, lion teeth, and bear claws
adorned both men and women. People ground mammoth tusks into polished beads.
They also carved small realistic sculptures of animals that inhabited their world.
As you read in the Cave Paintings feature, Stone Age peoples on all continents
created cave paintings. The best-known of these are the paintings on the walls
and ceilings of European caves, mainly in France and Spain. Here early artists
drew lifelike images of wild animals. Cave artists made colored paints from
1 4 Chapter 1
charcoal, mud, and animal blood. In Africa, early artists engraved pictures on rocks
or painted scenes in caves or rock shelters. In Australia, they created paintings on
large rocks.
Vocabulary
Edible means "safe
to be eaten."
The Beginnings of Agriculture
For thousands upon thousands of years, humans survived by hunting game and
gathering edible plants. They lived in bands of 25 to 70 people. The men almost
certainly did the hunting. The women gathered fruits, berries, roots, and grasses.
Then about 10,000 years ago, some of the women may have scattered seeds near a
regular campsite. When they returned the next season, they may have found new
crops growing. This discovery would usher in the Neolithic Revolution , or the
agricultural revolution — the far-reaching changes in human life resulting from the
beginnings of farming. The shift from food-gathering to food-producing culture
represents one of the great breakthroughs in history.
Causes of the Agricultural Revolution Scientists do not know exactly why the
agricultural revolution occurred during this period. Change in climate was proba-
bly a key reason. (See chart on page 17.) Rising temperatures worldwide provided
longer growing seasons and drier land for cultivating wild grasses. A rich supply
of grain helped support a small population boom. As populations slowly rose,
hunter-gatherers felt pressure to find new food sources. Farming offered an attrac-
tive alternative. Unlike hunting, it provided a steady source of food.
Early Farming Methods Some groups practiced slash-and-burn farming , in
which they cut trees or grasses and burned them to clear a field. The ashes that
remained fertilized the soil. Farmers planted crops for a year or two, then moved to
another area of land. After several years, trees and grass grew back, and other farm-
ers repeated the process of slashing and burning.
History Depth
The Neolithic Ice Man
In 1991, two German hikers made an accidental
discovery that gave archaeologists a firsthand
look at the technology of early toolmakers. Near
the border of Austria and Italy, they spotted the
mummified body of a prehistoric traveler, preserved
in ice for some 5,000 years (upper right).
Nicknamed the "Ice Man," this early human
was not empty-handed. The tool kit found near
him included a six-foot longbow and a deerskin
case with 14 arrows. It also contained a stick with
an antler tip for sharpening flint blades, a small
flint dagger in a woven sheath, a copper ax, and a
medicine bag.
Scientific research on the body (lower right)
concluded that the Ice Man was in his 40s when
he died in the late spring or early summer from
an arrow wound. Scientists also determined that
in the hours before his death, he ate wild goat,
red deer, and grains. The Ice Man is housed in a
special museum in Bolzano, Italy.
The Peopling of the World 1 5
Domestication of Animals Food gatherers’ understanding of plants probably
spurred the development of farming. Meanwhile, hunters’ expert knowledge of
wild animals likely played a key role in the domestication , or taming, of animals.
They tamed horses, dogs, goats, and pigs. Like farming, domestication of animals
came slowly. Stone Age hunters may have driven herds of animals into rocky
ravines to be slaughtered. It was then a small step to drive herds into human-made
enclosures. From there, farmers could keep the animals as a constant source of
food and gradually tame them.
Not only farmers domesticated animals. Pastoral nomads, or wandering herders,
tended sheep, goats, camels, or other animals. These herders moved their animals
to new pastures and watering places.
Agriculture in Jarmo Today, the eroded and barren rolling foothills of the Zagros
Mountains in northeastern Iraq seem an unlikely site for the birthplace of agricul-
ture. According to archaeologist Robert Braidwood, thousands of years ago the
environmental conditions of this region favored the development of agriculture.
Wild wheat and barley, along with wild goats, pigs, sheep, and horses, had once
thrived near the Zagros Mountains.
In the 1950s, Braidwood led an archaeological dig at a site called Jarmo. He
concluded that an agricultural settlement was built there about 9,000 years ago:
PRIMARY SOURCE &
We found weights for digging sticks, hoe-like [tools], flint-sickle blades, and a
wide variety of milling stones. ... We also discovered several pits that were
probably used for the storage of grain. Perhaps the most important evidence of
all was animal bones and the impressions left in the mud by cereal grains. . . .
The people of Jarmo were adjusting themselves to a completely new way of life,
just as we are adjusting ourselves to the consequences of such things as the
steam engine. What they learned about living in a revolution may be of more
than academic interest to us in our troubled times.
ROBERT BRAIDWOOD, quoted in Scientific American
The Jarmo farmers, and others like them in places as far apart as Mexico and
Thailand, pioneered a new way of life. Villages such as Jarmo marked the begin-
ning of a new era and laid the foundation for modern life.
Villages Grow and Prosper
The changeover from hunting and gathering to farming and herding took place not
once but many times. Neolithic people in many parts of the world independently
developed agriculture, as the map at the right shows.
Farming Develops in Many Places Within a few thousand years, people in many
other regions, especially in fertile river valleys, turned to farming.
• Africa The Nile River Valley developed into an important agricultural center
for growing wheat, barley, and other crops.
• China About 8,000 years ago, farmers along the middle stretches of the
Huang He (Yellow River) cultivated a grain called millet. About 1,000 years
later, farmers first domesticated wild rice in the Chang Jiang River delta.
• Mexico and Central America Farmers cultivated corn, beans, and squash.
• Peru Farmers in the Central Andes were the first to grow tomatoes, sweet
potatoes, and white potatoes.
From these early and varied centers of agriculture, farming then spread to
surrounding regions. B,
WAIN IDEA
Analyzing
Primary Sources
4/ Why do you
think Braidwood
believes that we
can learn from
early peoples?
WAIN IDEA
Making
Inferences
5/ What advan-
tages might farming
and herding have
over hunting and
gathering?
1 6 Chapter 1
Jericho
lie of Cancer
INDIAN OCEAN
Agriculture Emerges,
INTERACTIVE
1.000 Miles
2,000 Kilometers
ATLANTIC
OCEAN
Tropic of Cancer
PA CIFIC
OCEAN
1.000 Miles
2,000 Kilometers
Major crops
'V Bananas
Grapes
Sorghum ^ Wheat
T Barley
Olives
Soybeans
0 Corn
£3*
Potato
■ Agriculture by 5,000 b.c.
■ Agriculture by 3,000 b.c.
!Q Cotton
t
Rice
■1 Agriculture by 2,000 b.c.
lOl Agriculture by 500 b.c.
Agricultural Revolution
Temperature
Population
g 580
0.0
E ‘53
I-i 56 °
— <D
«0 j=
OiE 54°
O c
LJ
beginnings of
agriculture
i
ZJ
last ice age
i
▲ A Neolithic grindstone and vessel
used to grind grain
25 20 15 10 5 1
Years Ago (in thousands)
Source: Ice Ages ; Solving the Mystery
£ 150
=.100
Post-
Agricultural
Revolution
Agricultural
Revolution
Hunting-
gathering
stage
25 20 15 10 5 1
Years Ago (in thousands)
Source: A Geography of Population: World Patterns
SKILLBUILDER: Interpreting Maps and Charts
1 . Map What geographic feature favored the development of agricultural areas before 5000 ac?
2. Chart What effect did the agricultural revolution have on population growth? Why?
The Peopling of the World 1 7
▼ A 9,000-year-old
baked-clay figurine
found in Catal
Huyuk
Catal Huyuk In 1958, archaeologists discovered the agricultural village now
known as Catal Huyuk (chuh*TUL hoo*YOOK), or the “forked mound.” It was
located on a fertile plain in south-central Turkey (about 30 miles from modern-day
Konya), near a twin-coned volcano. Catal Huyuk covered an area of about 32 acres.
At its peak 8,000 years ago, the village was home to 5,000 to 6,000 people who
lived in about 1,000 dwellings. These rectangular- shaped houses were made of
brick and were arranged side-by-side like a honeycomb.
Catal Huyuk showed the benefits of settled life. Its rich, well-watered soil pro-
duced large crops of wheat, barley, and peas. Villagers also raised sheep and cattle.
Catal Huyuk ’s agricultural surpluses supported a number of highly skilled workers,
such as potters and weavers. But the village was best known at the
time for its obsidian products. This dark volcanic rock, which looks
like glass, was plentiful. It was used to make mirrors, jewelry, and
knives for trade.
Catal Huyuk’s prosperity also supported a varied cultural life.
Archaeologists have uncovered colorful wall paintings depicting ani-
mals and hunting scenes. Many religious shrines were dedicated to a
mother goddess. According to her worshipers, she controlled the
supply of grain.
The new settled way of life also had its drawbacks — some of the
same that affected hunter-gatherer settlements. Floods, fire, drought,
and other natural disasters could destroy a village. Diseases, such as
malaria, spread easily among people living closely together. Jealous
neighbors and roving nomadic bands might attack and loot a wealthy
village like Catal Huyuk.
r Despite problems, these permanent settlements provided their resi-
dents with opportunities for fulfillment — in work, in art, and in leisure
time. As you will learn in Section 3, some early villages expanded into
cities. These urban centers would become the setting for more com-
plex cultures in which new tools, art, and crafts were created.
Vocabulary
Shrines are places
where sacred relics
are kept.
i
SECTION
Q
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• nomad • hunter-gatherer
• Neolithic Revolution
• slash-and-burn farming • domestication
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which effect of the
3. How did Cro-Magnon's new
6. MAKING INFERENCES What kinds of problems did Stone
development of agriculture
tools make survival easier?
Age peoples face?
was the most significant?
4. What factors played a role in
7. SUMMARIZING In what ways did Neolithic peoples
Hunnans T ry to
the origins of agriculture?
dramatically improve their lives?
Control Nature
5. What were the first crops
8. HYPOTHESIZING Why do you think the development of
1. tarty Advances in
Technology and Art
A.
b.
]]. T he beginnings of
Agriculture
grown in the Americas?
agriculture occurred around the same time in several
different places?
9. WRITING ACTIVITY SCIENCE AND TECHNOLOGY Write a two-
paragraph opinion paper on the most significant
consequences of the Agricultural Revolution.
| CONNECT^TOD/^/; , "" f ‘
Use text information on Jarmo and Catal Huyuk to make a chart listing the tools,
weapons, and other artifacts that archaeologists today might find at an ancient site of a
farming settlement.
1 8 Chapter 1
Civilization
Case Study: Ur in Sumer
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
SCIENCE AND TECHNOLOGY
Prosperous farming villages,
food surpluses, and new
technology led to the rise of
civilizations.
Contemporary civilizations share
the same characteristics typical
of ancient civilizations.
civilization
specialization
artisan
institution
scribe
cuneiform
Bronze Age
barter
ziggurat
SETTING THE STAGE Agriculture marked a dramatic change in how people
lived together. They began dwelling in larger, more organized communities, such
as farming villages and towns. From some of these settlements, cities gradually
emerged, forming the backdrop of a more complex way of life — civilization.
Villages Grow into Cities
Over the centuries, people settled in stable communities that were based on agri-
culture. Domesticated animals became more common. The invention of new
tools — hoes, sickles, and plow sticks — made the task of farming easier. As peo-
ple gradually developed the technology to control their natural environment, they
reaped larger harvests. Settlements with a plentiful supply of food could support
larger populations.
As the population of some early farming villages increased, social relation-
ships became more complicated. The change from a nomadic hunting-gathering
way of life to settled village life took a long time. Likewise, the change from vil-
lage life to city life was a gradual process that spanned several generations.
Economic Changes To cultivate more land and to produce extra crops, ancient
people in larger villages built elaborate irrigation systems. The resulting food
surpluses freed some villagers to pursue other jobs and to develop skills besides
farming. Individuals who learned to become craftspeople created valuable new
products, such as pottery, metal objects, and woven cloth. In turn, people who
became traders profited from a broader range of goods to exchange — craftwork,
grains, and many raw materials. Two important inventions — the wheel and the
sail — also enabled traders to move more goods over longer distances.
Social Changes A more complex and prosperous economy affected the social
structure of village life. For example, building and operating large irrigation sys-
tems required the labor of many people. As other special groups of workers
formed, social classes with varying wealth, power, and influence began to emerge.
A system of social classes would become more clearly defined as cities grew.
Religion also became more organized. During the Old Stone Age, prehistoric
people’s religious beliefs centered around nature, animal spirits, and some idea of
an afterlife. During the New Stone Age, farming peoples worshiped the many gods
and goddesses who they believed had power over the rain, wind, and other forces of
TAKING NOTES
Summarizing Use a chart
to summarize characteristics
of the civilization at Sumer.
ChdrcLcterisiics
I.
Z.
4 .
5 .
Case Study 19
nature. Early city dwellers developed rituals founded on these earlier religious beliefs.
As populations grew, common spiritual values became lasting religious traditions.
How Civilization Develops
Most historians believe that one of the first civilizations arose in Sumer. Sumer
was located in Mesopotamia, a region that is part of modern Iraq. A civilization is
often defined as a complex culture with five characteristics: (1) advanced cities,
(2) specialized workers, (3) complex institutions, (4) record keeping, and (5)
advanced technology. Just what set the Sumerians apart from their neighbors?
Advanced Cities Cities were the birthplaces of the first civilizations. A city is more
than a large group of people living together. The size of the population alone does not
distinguish a village from a city. One of the key differences is that a city is a center of
trade for a larger area. Like their modern-day counterparts, ancient city dwellers
depended on trade. Farmers, merchants, and traders brought goods to market in the
cities. The city dwellers themselves produced a variety of goods for exchange.
Specialized Workers As cities grew, so did the need for more specialized work-
ers, such as traders, government officials, and priests. Food surpluses provided the
opportunity for specializatio n — the development of skills in a specific kind of
work. An abundant food supply allowed some people to become expert at jobs
besides farming. Some city dwellers became artisans — skilled workers who make
goods by hand. Specialization helped artisans develop their skill at designing jew-
elry, fashioning metal tools and weapons, or making clothing and pottery. The
wide range of crafts artisans produced helped cities become centers of trade.
Complex Institutions The soaring populations of early
cities made government, or a system of ruling, necessary. In
civilizations, leaders emerged to maintain order among peo-
ple and to establish laws. Government is an example of an
institution — a long-lasting pattern of organization in a com-
munity. Complex institutions, such as government, religion,
and the economy, are another characteristic of civilization.
With the growth of cities, religion became a formal insti-
tution. Most cities had great temples where dozens of
priests took charge of religious duties. Sumerians believed
that every city belonged to a god who governed the city’s
activities. The temple was the hub of both government and
religious affairs. It also served as the city’s economic center.
There food and trade items were distributed. &
Record Keeping As government, religion, and the economy
became more complex, people recognized the need to keep
records. In early civilizations, government officials had to
document tax collections, the passage of laws, and the stor-
age of grain. Priests needed a way to keep track of the calen-
dar and important rituals. Merchants had to record accounts
of debts and payments.
Most civilizations developed a system of writing, though
some devised other methods of record keeping. Around
3000 b.c., Sumerian scribes — or professional record
keepers — invented a system of writing called cuneiform
(KYOO*nee*uh*FAWRM), meaning “wedge-shaped.” (Earlier
Sumerian writing consisted of pictographs — symbols of the
Global Patterns
The Incan System
of Record Keeping
Early civilizations other than Sumer
also developed record keeping. The
empire of the ancient Incan civilization
stretched along the western coast of
South America. Though the Inca had
no writing system, they kept records
using a quipu, a set of colored strings
tied with different-size knots at various
intervals (see photograph). Each knot
represented a certain amount or its
multiple. The colors of each cord
represented the item being counted:
people, animals, land, and so on.
The quipucamayoc, officials who
knew how to use the quipu , kept
records of births, deaths, marriages,
crops, and historical events.
i
MAIN IDEA
Drawing
Conclusions
A/ Why were cities
essential to the
growth of civiliza-
tions?
20 Chapter 1
objects or what they represented.) The scribe’s tool, called a
stylus, was a sharpened reed with a wedge-shaped point. It
was pressed into moist clay to create symbols. Scribes baked
their clay tablets in the sun to preserve the writing.
People soon began to use writing for other purposes
besides record keeping. They also wrote about their cities’
dramatic events — wars, natural disasters, the reign of
kings. Thus, the beginning of civilization in Sumer also
signaled the beginning of written history.
Improved Technology New tools and techniques are
always needed to solve problems that emerge when large
groups of people live together. In early civilizations, some
farmers harnessed the powers of animals and nature. For
example, they used ox-drawn plows to turn the soil. They
also created irrigation systems to expand planting areas.
Sumerian artisans relied on new technology to make
their tasks easier. Around 3500 B.C., they first used the pot-
ter’s wheel to shape jugs, plates, and bowls. Sumerian met-
alworkers discovered that melting together certain amounts
of copper and tin made bronze. After 2500 B.C., metal-
workers in Sumer’s cities turned out bronze spearheads by
the thousands. The period called the Bronze Age refers to
the time when people began using bronze, rather than cop-
per and stone, to fashion tools and weapons. The Bronze Age started in Sumer
around 3000 b.c., but the date varied in other parts of Asia and in Europe.
a The wedge-
shaped symbols
of cuneiform are
visible on this
clay tablet.
Analyzing Key Concepts
Civilization
As the history of Sumer demonstrates,
civilization first developed in cities. In
fact, the very word civilization comes
from the Latin word for citizen. However,
the development of cities is only one
aspect of civilization. Many scholars
define civilization as a complex culture
with five characteristics. The graphic
organizer to the right shows how Sumer
displayed these five characteristics.
SKILLBUILDER:
Interpreting Graphics
1 . Making Inferences Judging from the
information on this graphic , what
economic activities probably took place in
Sumerian cities?
2. Drawing Conclusions What is the
relationship between the development of
specialized workers and the development
of complex institutions?
Specialized Workers
• merchants • teachers
• soldiers
• priests
• potters
• scribes
• metalworkers
• government officials
• farmers
* weavers
Complex Institutions
►Formal governments
with officials and laws
• Priests with both
religious and political
power
► A rigorous education
system for training
of scribes
CHARACTERISTICS
OF CIVILIZATION
in Sumer
->
Record Keeping
Cuneiform tablets—
records of business
transactions,
historical events,
customs, and
traditions
Advanced Cities
* Uruk— population of
about 50,000, which
doubled in two centuries
* Lagash— population of
about 10,000 to 50,000
* Umma-population of
about 10,000 to 50,000
Advanced Technology
By around 3000 b.c.:
• The wheel, the plow, and
the sailboat probably in
daily use
• Bronze weapons and body
armor that gave Sumerians
a military advantage over
their enemies
Case Study 21
Case Study: Ur in Sumer
Civilization Emerges in Ur
Ur, one of the earliest cities in Sumer, stood on the banks of the Euphrates River
in what is now southern Iraq. Some 30,000 people once lived in this ancient city.
Ur was the site of a highly sophisticated civilization.
After excavating from 1922 to 1934, English archaeologist Leonard Woolley and
his team unraveled the mystery of this long-lost civilization. From archaeological
evidence, Woolley concluded that around 3000 B.C., Ur was a flourishing urban civ-
ilization. People in Ur lived in well-defined social classes. Rulers, as well as priests
and priestesses, wielded great power. Wealthy merchants profited from foreign trade.
Artists and artisans created lavish jewelry, musical instruments, and gold daggers.
Woolley’s finds have enabled historians to reconstruct Ur’s advanced culture.
An Agricultural Economy Imagine a time nearly 5,000 years ago. Outside the
mud-brick walls surrounding Ur, ox-driven plows cultivate the fields. People are
working barefoot in the irrigation ditches that run between patches of green plants.
With stone hoes, the workers widen ditches to carry water into their fields from the
reservoir a mile away. This large-scale irrigation system was developed to provide
Ur with food surpluses, which keep the economy thriving. The government offi-
cials who direct this public works project ensure its smooth operation, g,
Life in the City A broad dirt road leads from the fields to the city’s wall. Inside, city
dwellers go about their daily lives. Most live in windowless, one-story, boxlike
houses packed tightly along the street. A few wealthy families live in two-story
houses with an inner courtyard.
Down another street, artisans work in their shops. A metalworker makes bronze
by mixing molten copper with just the right quantity of tin. Later, he will hammer
the bronze to make spearheads — weapons to help Ur’s well-organized armies
MAIM IDEA
Analyzing Causes
S/ How did Ur's
agricultural way of
life foster the devel-
opment of civiliza-
tion there?
1 . Ziggurat A massive temple
2. Court of Nanna Sacred place of Ur's moon god
3. Home of the High Priestess Place where a woman with
great religious authority lived
4. Surrounding Wall Defense for protecting Ur residents
5. Temple and Treasury Administrative centers in Ur
6. Royal Cemetery Burial site of the queen and king of Ur
The white lines indicate
the shape of the original
ziggurat, which once
rose as high as 80 feet.
▲ Aerial photograph of Ur taken in 1930.
22 Chapter 1
defend the city. As a potter spins his potter’s wheel, he
expertly shapes the moist clay into a large bowl. These arti-
sans and other craftworkers produce trade goods that help
Ur prosper.
Ur's Thriving Trade The narrow streets open into a broad
avenue where merchants squat under awnings and trade
farmers’ crops and artisans’ crafts. This is the city’s bazaar,
or marketplace. Coins are not used to make purchases
because money has not yet been invented. But merchants
and their customers know roughly how many pots of grain
a farmer must give to buy a jug of wine. This way of trad-
ing goods and services without money is called barter .
More complicated trades require a scribe. He carefully
forms cuneiform signs on a clay tablet. The signs may show
how much barley a farmer owes a merchant for a donkey.
The Temple: Center of City Life Farther down the main
avenue stands Ur’s tallest and most important building — the
temple. Like a city within a city, the temple is surrounded
by a heavy wall. Within the temple gate, a massive, tiered
structure towers over the city. This pyramid-shaped monument is called a ziggurat
(ZIHG # uh*RAT), which means “mountain of god.” On the exterior of the ziggurat,
a flight of perhaps 100 mud-brick stairs leads to the top. At the peak, priests con-
duct rituals to worship the city god who looms over Ur. Every day, priests climb
these stairs. They often drag a goat or sheep to sacrifice. The temple also houses
storage areas for grains, woven fabrics, and gems — offerings to the city’s god.
Sumerians had elaborate burial rituals and believed in an afterlife.
An early city, such as Ur, represents a model of civilizations that continued to
arise throughout history. While the Sumerians were advancing their culture, civi-
lizations were developing in Egypt, China, and elsewhere in Asia.
Connect ^Today
Iraq's Ancient Treasures at Risk
The ziggurat at Ur was damaged
during the Persian Gulf War of 1991 .
In that conflict, Iraq parked military
planes near the ziggurat, hoping
coalition forces would not risk
harming the ancient structure. While
it was not attacked, bombs caused
large craters nearby, and it was hit by
stray machine gun fire.
During the 2003 war, the Iraqi
National Museum in Baghdad was
damaged and then attacked by
looters. Some of the treasures of the
area's ancient civilizations were either
looted or destroyed.
^ — j
SECTION
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• civilization • specialization • artisan • institution • scribe • cuneiform • Bronze Age
barter • ziggurat
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which characteristic is
3. How did the social structure of
6. DRAWING CONCLUSIONS How did life in Sumer differ
the most important for
village life change as the
from life in a small farming community of the region?
development of a
economy became more
7. RECOGNIZING EFFECTS Why was writing a key invention
civilization? Why?
Characteristics
1.
t
3
4
5.
complex?
4. What role did irrigation systems
play in the development of
civilizations?
5. What are the key traits of a
civilization?
for the Sumerians?
8. MAKING INFERENCES In what ways does the ziggurat of
Ur reveal that Sumerians had developed an advanced
civilization?
9. WRITING ACTIVITY | ECONOMICS | Choose a person from Ur
who has a specialized skill, such as an artisan, a trader, or
a scribe. Write an expository essay explaining that
person's contribution to the economic welfare of the city.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY
Use the Internet to create a chart showing the ten largest cities in the
world, their populations, and the continent on which they are located.
INTERNET KEYWORD
city population
Case Study 23
Chapter Assessment
TERMS & NAMES
For each term or name below, briefly explain its connection to
human prehistory.
1. artifact 6 . domestication
2. culture 7. civilization
3. technology 8. specialization
4. hunter-gatherer 9. institution
5. Neolithic Revolution 10. Bronze Age
MAIN IDEAS
Human Origins in Africa Section l (pp. 5-13)
11 . What kinds of evidence do archaeologists, anthropologists,
and paleontologists study to find out how prehistoric
people lived?
12. Why did the ability to walk upright and the development
of the opposable thumb represent important
breakthroughs for early hominids?
13. Why is the prehistoric period called the Stone Age?
14. What evidence supports archaeologists' beliefs that
Neanderthals developed a form of religion?
Humans Try to Control Nature Section 2 (pp. 14-18)
15. Why do some archaeologists believe that women were
the first farmers?
16. What role did the food supply play in shaping the
nomadic life of hunter-gatherers and the settled life
of farmers?
17. In what areas of the world did agriculture first develop?
Case Study: Civilization Section 3 (pp. 19-23)
18. What economic changes resulted from food surpluses in
agricultural villages?
19. Why did the growth of civilization make government
necessary?
20. Why did a system of record keeping develop in
civilizations?
CRITICAL THINKING
1. USING YOUR NOTES
In a chart, show the
differences between
Paleolithic and Neolithic
cultures.
2. FORMING AND SUPPORTING OPINIONS
| SCIENCE AND TECHNOLOGY! Which technology of the New
Stone Age had the most impact on daily life? Explain.
3. ANALYZING CAUSES AND RECOGNIZING EFFECTS
| ECONOMICS] What effect did trade have on the development
of civilization?
4. SYNTHESIZING
What event or development in early human history do you
think is of particular significance? Why?
5. MAKING INFERENCES
How did the rise of cities affect government in early cultures?
Paleolithic
Neolithic
Source
of food
Means of
living
Technology
Type of
community
VISUAL SUMMARY
The Peopling of the World
Hunting-Gathering Bands
Growth of Villages
SOCIAL
ORGANIZATION
Beginning about 2 million b.c. Beginning about 8000
KEY
ACHIEVEMENTS
Invention of tools • Breakthroughs in
Mastery over fire farming technology
Development of language * Development of agriculture
Creation of art * Domestication of animals
• Food surpluses
Rise of Cities
Beginning about 3000 b.c.
• Specialized workers
• Record keeping
• Complex institutions
• Advanced technology
24 Chapter 1
> STANDARDS-BASED ASSESSMENT
Use the quotation and your knowledge of world history to
answer questions 1 and 2.
Additional Test Practice, pp. S1-S33
PRIMARY SOURCE
Litter of the past is the basis of archaeology. The coins, the
pottery, the textiles and the buildings of bygone eras offer
us clues as to how our [early ancestors] behaved, how they
ran their economy, what they believed in and what was
important to them. What archaeologists retrieve from
excavations are images of past lives. . . . [These images] are
pieced together slowly and painstakingly from the
information contained in objects found.
RICHARD LEAKEY in The Making of Mankind
1. According to Richard Leakey, what is the job of the
archaeologist?
A. to study coins to learn about an economy
B. to clean out caves where early ancestors lived
C. to create images of coins, pottery, and textiles
D. to examine artifacts found at a location
2 . What term applies to the behaviors, economic activities, and
beliefs referred to by Richard Leakey?
A. culture
B. civilization
C. case study
D. artifacts
Use the illustration of the Stone Age cave painting from
Argentina and your knowledge of world history to answer
question 3.
3. What information might an archaeologist learn from this
painting?
A. the height of the humans living in the region
B. the names of gods worshiped here
C. types of animals found in the region
D. the time of year this cave was visited
INTEGRATED TECHNOLOGY
TEST PRACTICE Go to classzone.com
• Diagnostic tests • Strategies
• Tutorials • Additional practice
ALTERNATIVE ASSESSMENT
1. Interact with History
[ INTERACTION WITH ENVIRONMENT I On page 4, you played the
role of an amateur archaeologist as you tried to figure out the
uses of some prehistoric tools. Now that you've read the
chapter, what new clues have you discovered that would help
you unravel the mystery of who made the tool with the wedge-
shaped blade, and why? What evidence can you use to support
your conclusions about its purpose? Discuss your ideas with a
small group.
2. f\\ WRITING ABOUT HISTORY
Consider the religious practices of the Neanderthals, the
villagers of Catal Huyuk, and the city dwellers of Ur. Write a two-
paragraph essay analyzing the development of religious beliefs
over the course of the Stone Age. In your essay, consider the
archaeological evidence that supports the scientific conclusions
about beliefs, practices, and organization.
INTEGRATED TECHNOLOGY
NetExplorations Cave Art
Go to NetExplorations at classzone.com to learn more about
prehistoric cave art. Search the Internet for other examples of
cave art— start with the list of sites at NetExplorations —and
use some of the examples to create an online or classroom
exhibit. Create a log and ask visitors to the exhibit to answer
questions such as:
• What do you see in each cave art example?
• What do the materials used, the subject matter, and the
style of each example suggest about the lives of prehistoric
people?
• How does prehistoric art help historians learn about the
people who created it?
The Peopling of the World 25
CHAPTER
Early River Valley
Civilizations, 3500 B.C.-450 B.C.
Previewing Main Ideas
I INTERACTION WITH ENVIRONMENT! The earliest civilizations formed on
fertile river plains. These lands faced challenges, such as seasonal flooding
and a limited growing area.
Geography What rivers helped sustain the four river valley civilizations?
I POWER AND AUTHORITY 1 Projects such as irrigation systems required
leadership and laws— the beginnings of organized government. In some
societies, priests controlled the first governments. In others, military leaders
and kings ruled.
Geography Look at the time line and the map. In which empire and river
valley area was the first code of laws developed?
1 SCIENCE AND TECHNOLOGY! Early civilizations developed bronze tools, the
wheel, the sail, the plow, writing, and mathematics. These innovations spread
through trade, wars, and the movement of peoples.
Geography Which river valley civilization was the most isolated? What
factors contributed to that isolation?
INTEGRATED TECHNOLOGY
1
eEdition
| INTERNET RESOURCES
• Interactive Maps
Go to classzone.com for:
• Interactive Visuals
• Research Links
• Maps
• Interactive Primary Sources
• Internet Activities
• Test Practice
• Primary Sources
• Chapter Quiz
• Current Events
%
/
3500 b.c.
2660 b.c.
< Egypt's Old Kingdom develops,
(Egyptian scribe statue)
3000 b.c.
^City-states form in Sumer,
Mesopotamia, (bronze head
of an Akkadian ruler)
WORLD
28 Chapter 2
EXAMINING the ISSUES
Why do communities
need laws ?
• What should be the main purpose of laws: to promote good
behavior or to punish bad behavior?
• Do all communities need a system of laws to guide them?
Hold a class debate on these questions. As you prepare for the
debate, think about what you have leaned about the changes that
take place as civilizations grow and become more complex. As you
read about the growth of civilization in this chapter, consider why
societies developed systems of laws.
Interact
with
History
The harvest has failed and, like many others, you have little to eat. There
are animals in the temple, but they are protected by law. Your cousin
decides to steal one of the pigs to feed his family. You believe that laws
should not be broken and try to persuade him not to steal the pig. But he
steals the pig and is caught.
The law of the Babylonian Empire — Hammurabi’s Code — holds people
responsible for their actions. Someone who steals from the temple must
repay 30 times the cost of the stolen item. Because your cousin is unable to
pay this fine, he is sentenced to death. You begin to wonder whether there
are times when laws should be broken.
Q The Babylonian ruler
Hammurabi,
accompanied by his
judges, sentences
Mummar to death.
@ A scribe records the
proceedings against Mummar.
Mummar pleads for mercy.
©
City-States in Mesopotamia
MAINmEA WHY JJ MATTERS NOW TERM S & NAMES
INTERACTION WITH
ENVIRONMENT The earliest
civilization in Asia arose in
Mesopotamia and organized
into city-states.
The development of this
civilization reflects a settlement
pattern that has occurred
repeatedly throughout history.
• Fertile • cultural
Crescent diffusion
• Mesopotamia • polytheism
• city-state • empire
• dynasty • Hammurabi
SETTING THE STAGE Two rivers flow from the mountains of what is now
Turkey, down through Syria and Iraq, and finally to the Persian Gulf. Over six
thousand years ago, the waters of these rivers provided the lifeblood that allowed
the formation of farming settlements. These grew into villages and then cities.
Geography of the Fertile Crescent
A desert climate dominates the landscape between the Persian Gulf and the
Mediterranean Sea in Southwest Asia. Yet within this dry region lies an arc of
land that provided some of the best farming in Southwest Asia. The region’s
curved shape and the richness of its land led scholars to call it the Fertile
Crescent . It includes the lands facing the Mediterranean Sea and a plain that
became known as Mesopotamia (MEHS*uh*puh*TAY # mee*uh). The word in
Greek means “land between the rivers.”
The rivers framing Mesopotamia are the Tigris (TY*grihs) and Euphrates
(yoo*FRAY*teez). They flow southeastward to the Persian Gulf. (See the map on
page 30.) The Tigris and Euphrates rivers flooded Mesopotamia at least once a
year. As the floodwater receded, it left a thick bed of mud called silt. Farmers
planted grain in this rich, new soil and irrigated the fields with river water. The
results were large quantities of wheat and barley at harvest time. The surpluses
from their harvests allowed villages to grow.
Environmental Challenges People first began to settle and farm the flat,
swampy lands in southern Mesopotamia before 4500 b.c. Around 3300 b.c., the
people called the Sumerians, whom you read about in Chapter 1, arrived on the
scene. Good soil was the advantage that attracted these settlers. However, there
were three disadvantages to their new environment.
• Unpredictable flooding combined with a period of little or no rain. The
land sometimes became almost a desert.
• With no natural barriers for protection, a Sumerian village was nearly
defenseless.
• The natural resources of Sumer were limited. Building materials and other
necessary items were scarce.
TAKING NOTES
Identifying Problems
and Solutions Use a
chart to identify Sumer's
environmental problems
and their solutions.
Problems
Solutions
A
A
Z
z
3
Early River Valley Civilizations 29
IRAQ
Mediterranean
Sea
SAUDI ARABIA
Sumer
Fertile Crescent
Direction of flow
of the Tigris and
Euphrates
Agade, AKKAD
Babylon* ‘Kish
T ordan River
In 2500 b.c., the Persian Gulf
was larger than it is today.
Over time the Tigris and
Euphrates have joined together
and filled in this shallow area.
The ancient coastline is shown
above with a blue line.
500 Kilometers
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Location Where are the Tigris and Euphrates River valleys found?
2. Place What is the most likely cause of the change in the Persian Gulf coastline?
The Fertile Crescent, 2500 b.c.
Present-day Persian Gulf
Solving Problems Through Organization Over a long period of time, the people
of Sumer created solutions to deal with these problems.
• To provide water, they dug irrigation ditches that carried river water to their
fields and allowed them to produce a surplus of crops.
• For defense, they built city walls with mud bricks.
• Sumerians traded their grain, cloth, and crafted tools with the peoples of the
mountains and the desert. In exchange, they received raw materials such as
stone, wood, and metal.
These activities required organization, cooperation, and leadership. It took many
people working together, for example, for the Sumerians to construct their large
irrigation systems. Leaders were needed to plan the projects and supervise the dig-
ging. These projects also created a need for laws to settle disputes over how land
and water would be distributed. These leaders and laws were the beginning of
organized government — and eventually of civilization. A,
MAIN IDEA
Summarizing
& What are three
solutions to the
environmental
challenges of
Mesopotamia?
Sumerians Create City-States
The Sumerians stand out in history as one of the first groups of people to form a
civilization. As you learned in Chapter 1, five key characteristics set Sumer apart
from earlier human societies: (1) advanced cities, (2) specialized workers, (3) com-
plex institutions, (4) record keeping, and (5) improved technology. All the later
peoples who lived in this region of the world built upon the innovations of
Sumerian civilization.
30 Chapter 2
MAIN IDEA
Analyzing Causes
By How did mili-
tary leaders gain
power in the
city-states?
By 3000 B.C., the Sumerians had built a number of cities, each surrounded by
fields of barley and wheat. Although these cities shared the same culture, they
developed their own governments, each with its own rulers. Each city and the sur-
rounding land it controlled formed a city-state . A city-state functioned much as an
independent country does today. Sumerian city-states included Uruk, Kish,
Lagash, Umma, and Ur. As in Ur, the center of all Sumerian cities was the walled
temple with a ziggurat in the middle. There the priests and rulers appealed to the
gods for the well-being of the city-state.
Priests and Rulers Share Control Sumer’s earliest governments were controlled
by the temple priests. The farmers believed that the success of their crops depended
upon the blessings of the gods, and the priests acted as go-betweens with the gods.
In addition to being a place of worship, the ziggurat was like a city hall. (See page
22 for a ziggurat.) From the ziggurat the priests managed the irrigation system.
Priests demanded a portion of every farmer’s crop as taxes.
In time of war, however, the priests did not lead the city. Instead, the men of the
city chose a tough fighter who could command the city’s soldiers. At first, a com-
mander’s power ended as soon as the war was over. After 3000 b.c., wars between
cities became more and more frequent. Gradually, Sumerian priests and people
gave commanders permanent control of standing armies. B,
In time, some military leaders became full-time rulers. These rulers usually
passed their power on to their sons, who eventually passed it on to their own heirs.
Such a series of rulers from a single family is called a dynasty . After 2500 b.c.,
many Sumerian city-states came under the rule of dynasties.
▼ Iku-Shamagen,
King of Mari, a
city-state in
Sumer, offers
prayers to the
gods.
The Spread of Cities Sumer’s city-states grew prosperous from
the surplus food produced on their farms. These surpluses allowed
Sumerians to increase long-distance trade, exchanging the extra
food and other goods for items they needed.
By 2500 B.c., new cities were arising all over the Fertile Crescent,
in what is now Syria, northern Iraq, and Turkey. Sumerians
exchanged products and ideas, such as living in cities, with neigh-
boring cultures. This process in which a new idea or a product
spreads from one culture to another is called cultural diffusion .
Sumerian Culture
The belief systems, social structure, technology, and arts of the
Sumerians reflected their civilization’s triumph over its dry and
harsh environment.
A Religion of Many Gods Like many peoples in the Fertile
Crescent, the Sumerians believed that many different gods con-
trolled the various forces in nature. The belief in more than one god
is called polytheism (PAHL*ee*thee*fflZ*uhm). Enlil, the god of
storms and air, was among the most powerful gods. Sumerians
feared him as “the raging flood that has no rival.” Demons known
as Ugallu protected humans from the evil demons who caused dis-
ease, misfortune, and misery.
Sumerians described their gods as doing many of the same things
humans do — falling in love, having children, quarreling, and so on.
Yet the Sumerians also believed that their gods were both immortal
and all-powerful. Humans were nothing but their servants. At any
moment, the mighty anger of the gods might strike, sending a fire, a
flood, or an enemy to destroy a city. To keep the gods happy, the
Early River Valley Civilizations 3 1
a This gold and
lapis ram with a
shell fleece was
found in a royal
burial tomb.
Sumerians built impressive ziggurats for them and offered
rich sacrifices of animals, food, and wine.
Sumerians worked hard to earn the gods’ protection in
this life. Yet they expected little help from the gods after
death. The Sumerians believed that the souls of the dead
went to the “land of no return,” a dismal, gloomy place
between the earth’s crust and the ancient sea. No joy awaited
souls there. A passage in a Sumerian poem describes the fate
of dead souls: “Dust is their fare and clay their food.”
Some of the richest accounts of Mesopotamian myths
and legends appear in a long poem called the Epic of
Gilgamesh. (See a selection from the Gilgamesh epic on
page 83.)
Life in Sumerian Society With civilization came the begin-
ning of what we call social classes. Kings, landholders, and
some priests made up the highest level in Sumerian society.
Wealthy merchants ranked next. The vast majority of ordi-
nary Sumerian people worked with their hands in fields and
workshops. At the lowest level of Sumerian society were the
slaves. Some slaves were foreigners who had been captured
in war. Others were Sumerians who had been sold into slav-
ery as children to pay the debts of their poor parents. Debt
slaves could hope to eventually buy their freedom.
Social class affected the lives of both men and women.
Sumerian women could work as merchants, farmers, or artisans. They could hold
property in their own names. Women could also join the priesthood. Some upper-class
women did learn to read and write, though Sumer’s written records mention few
female scribes. However, Sumerian women had more rights than women in many later
civilizations.
Vocabulary
epic: a long heroic
poem that tells the
story of a historical
or legendary figure
Sumerian Science and Technology Historians believe that Sumerians invented
the wheel, the sail, and the plow and that they were among the first to use bronze.
Many new ideas and inventions arose from the Sumerians’ practical needs.
• Arithmetic and geometry In order to erect city walls and buildings, plan
irrigation systems, and survey flooded fields, Sumerians needed arithmetic
and geometry. They developed a number system in base 60, from which
stem the modern units for measuring time (60 seconds = 1 minute) and the
360 degrees of a circle.
• Architectural innovations Arches, columns, ramps, and the pyramid
shaped the design of the ziggurat and permanently influenced
Mesopotamian civilization.
• Cuneiform Sumerians created a system of writing. One of the first known
maps was made on a clay tablet in about 2300 b.c. Other tablets contain
some of the oldest written records of scientific investigations in the areas of
astronomy, chemistry, and medicine.
The First Empire Builders
From 3000 to 2000 b.c., the city-states of Sumer were almost constantly at war
with one another. The weakened city-states could no longer ward off attacks from
the peoples of the surrounding deserts and hills. Although the Sumerians never
recovered from the attacks on their cities, their civilization did not die. Succeeding
sets of rulers adapted the basic ideas of Sumerian culture to meet their own needs.
32 Chapter 2
MAIN IDEA
Contrasting
^ How does an
empire differ from
a city-state?
Sargon of Akkad About 2350 b.c., a conqueror named Sargon defeated the
city-states of Sumer. Sargon led his army from Akkad (AK*ad), a city-state north
of Sumer. The Akkadians had long before adopted most aspects of Sumerian cul-
ture. Sargon’s conquests helped to spread that culture even farther, beyond the
Tigris-Euphrates Valley.
By taking control of both northern and southern Mesopotamia, Sargon created
the world’s first empire . An empire brings together several peoples, nations, or
previously independent states under the control of one ruler. At its height, the
Akkadian Empire loosely controlled land from the Mediterranean Coast in the west
to present-day Iran in the east. Sargon’s dynasty lasted only about 200 years, after
which it declined due to internal fighting, invasions, and a famine. Cj
Babylonian Empire In about 2000 b.c., nomadic warriors known as Amorites
invaded Mesopotamia. Gradually, the Amorites overwhelmed the Sumerians and
established their capital at Babylon, on the Euphrates River. The Babylonian
Empire reached its peak during the reign of Hammurabi , from 1792 b.c. to
1750 b.c. Hammurabi’s most enduring legacy is the code of laws he put together.
Hammurabi's Code Hammurabi recognized that a single, uniform code of laws
would help to unify the diverse groups within his empire. He collected existing
rules, judgments, and laws into the Code of Hammurabi. Hammurabi had the code
engraved in stone, and copies were placed all over his empire.
Analyzing Primary Sources
Hammurabi's Code of Laws
The image at the right shows the top of a pillar that had Hammurabi 's Code engraved
on it. Hammurabi's law code prescribed punishments ranging from fines to death.
Often the punishments were based on the social class of the victim.
Here are some examples of the laws:
PRIMARY SOURCE
8. If a man has stolen an ox, a sheep, a pig, or a boat that belonged to a
temple or palace, he shall repay thirty times its cost. If it belonged to a
private citizen, he shall repay ten times. If the thief cannot pay, he shall
be put to death.
142. If a woman hates her husband and says to him "You cannot be with
me," the authorities in her district will investigate the case. If she has
been chaste and without fault, even though her husband has
neglected or belittled her, she will be held innocent and may return to
her father's house.
143. If the woman is at fault, she shall be thrown into the river.
196. If a man put out the eye of another man, his eye shall be put out.
198. If he puts out the eye of freed man or break the bone of a free man,
he shall pay one gold mina.
199. If he put out the eye of a man's slave, or break the bone of a man's
slave, he shall pay one-half of its value.
CODE OF HAMMURABI, adapted from a translation by L. W. King
DOCUMENT-BASED QUESTIONS
1 . Making Inferences Why might the punishments for the crimes be based on social class?
2. Forming Opinions What do you think the value was in making the punishments for the
crimes known to all?
Early River Valley Civilizations 33
History Makers
Hammurabi
? -1750 b.c.
The noted lawgiver Hammurabi was
also an able military leader, diplomat,
and administrator of a vast empire.
Hammurabi himself described some
of his accomplishments:
As for the land of Sumer and
Akkad, I collected the scattered
peoples thereof and I procured
food and drink for them. In
abundance and plenty I pastured
them, and I caused them to dwell
in peaceful habitation.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on
Hammurabi, go to classzone.com
The code lists 282 specific laws dealing with everything
that affected the community, including family relations,
business conduct, and crime. Since many people were
merchants, traders, or farmers, for example, many of the
laws related to property issues. Additionally, the laws
sought to protect women and children from unfair treat-
ment. The laws tell us a great deal about the Mesopo-
tamians’ beliefs and what they valued.
Although the code applied to everyone, it set different
punishments for rich and poor and for men and women. It
frequently applied the principle of retaliation (an eye for
an eye and a tooth for a tooth) to punish crimes.
The prologue of the code set out the goals for this body
of law. It said, “ To bring about the rule of righteousness in
the land, to destroy the wicked and the evil-doers; so that
the strong should not harm the weak.” Thus, Hammurabi’s
Code reinforced the principle that government had a
responsibility for what occurred in society. For example,
if a man was robbed and the thief was not caught, the
government was required to compensate the victim. D>
Nearly two centuries after Hammurabi’s reign, the
Babylonian Empire, which had become much smaller, fell
to the neighboring Kassites. Over the years, new groups
dominated the Fertile Crescent. Yet the later peoples,
including the Assyrians, Phoenicians, and Hebrews, would
adopt many ideas of the early Sumerians. Meanwhile, a
similar pattern of development, rise, and fall was taking
place to the west, along the Nile River in Egypt. Egyptian
civilization is described in Section 2.
MAIN IDEA
Recognizing
Effects
How did
Hammurabi's law
code advance
civilization?
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Fertile Crescent • Mesopotamia • city-state • dynasty • cultural diffusion • polytheism • empire • Hammurabi
USING YOUR NOTES
2. Which of the problems you
listed required the most
complex solution? Explain.
VrobUnns
Solutions
A
A
Z.
z.
3
3
MAIN IDEAS
CRITICAL THINKING & WRITING
3. What were the three
6. DETERMINING MAIN IDEAS How was Sumerian culture
environmental challenges to
spread throughout Mesopotamia?
Sumerians?
7. RECOGNIZING EFFECTS Why is the development of a
4. How did the Sumerians view
written code of laws important to a society?
the gods?
8. ANALYZING CAUSES How did the need to interact with
5. What areas of life did
the environment lead to advances in civilization?
Hammurabi's Code cover?
9. WRITING ACTIVITY POWER AND AUTHORITY What
advantages did living in cities offer the people of ancient
Mesopotamia? Do modern cities offer any of the same
advantages? Write a compare-and-contrast essay
supporting your answer with references to the text.
CONNECT TO TODAY
WRITING A STATUS REPORT
Research the South East Anatolian Water Project in Turkey. The project will place dams on the
Tigris and Euphrates rivers. Create a map and write a status report that summarizes the
current status of the project.
34 Chapter 2
Pyramids on the Nile
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
SCIENCE AND TECHNOLOGY
Many of the monuments built
• delta
• pyramid
Using mathematical knowledge
by the Egyptians stand as a
• Narmer
• mummification
and engineering skills, Egyptians
testament to their ancient
• pharaoh
• hieroglyphics
built magnificent monuments to
civilization.
• theocracy
• papyrus
honor dead rulers.
SETTING THE STAGE To the west of the Fertile Crescent in Africa, another
river makes its way to the sea. While Sumerian civilization was on the rise, a sim-
ilar process took place along the banks of this river, the Nile in Egypt. Yet the
Egyptian civilization turned out to be very different from the collection of
city-states in Mesopotamia. Early on, Egypt was united into a single kingdom,
which allowed it to enjoy a high degree of unity, stability, and cultural continu-
ity over a period of 3,000 years.
The Geography of Egypt
From the highlands of East Africa to the Mediterranean Sea, the Nile River flows
northward across Africa for over 4,100 miles, making it the longest river in the
world. (See the map on page 36.) A thin ribbon of water in a parched desert land,
the great river brings its water to Egypt from distant mountains, plateaus, and
lakes in present-day Burundi, Tanzania, Uganda, and Ethiopia.
Egypt’s settlements arose along the Nile on a narrow strip of land made fer-
tile by the river. The change from fertile soil to desert — from the Black Land to
the Red Land — was so abrupt that a person could stand with one foot in each.
The Gift of the Nile As in Mesopotamia, yearly flooding brought the water and
rich soil that allowed settlements to grow. Every year in July, rains and melting
snow from the mountains of east Africa caused the Nile River to rise and spill
over its banks. When the river receded in October, it left behind a rich deposit of
fertile black mud called silt.
Before the scorching sun could dry out the soil, the peasants would prepare
their wheat and barley fields. All fall and winter they watered their crops from a
network of irrigation ditches.
In an otherwise parched land, the abundance brought by the Nile was so great
that the Egyptians worshiped it as a god who gave life and seldom turned against
them. As the ancient Greek historian Herodotus (hih*RAHD*uh*tuhs) remarked
in the fifth century B.C., Egypt was the “gift of the Nile.”
Environmental Challenges Egyptian farmers were much more fortunate than
the villagers of Mesopotamia. Compared to the unpredictable Tigris and
Euphrates rivers, the Nile was as regular as clockwork. Even so, life in Egypt had
its risks.
TAKING NOTES
Summarizing Use a web
diagram to summarize
Egyptian achievements.
Early River Valley Civilizations 35
deser
m
SINAI
^ Region of
Great Pyramids
Prevailing winds
River current
□ Nile Valley
, \ a • i ■ <
The Mighty Nile
The Landsat image (left) shows the
Nile flowing into its delta. An
outline of the continental United
States (below) shows the length of
the Nile's course. The actual length
of the Nile with all its twists and
turns is more than 4, 100 miles.
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Movement In which direction does the Nile flow?
2. Location Describe the location of Upper Egypt and Lower Egypt
• When the Nile’s floodwaters were just a few feet lower than normal, the
amount of fresh silt and water for crops was greatly reduced. Thousands of
people starved.
• When floodwaters were a few feet higher than usual, the unwanted water
destroyed houses, granaries, and the precious seeds that farmers needed for
planting.
• The vast and forbidding deserts on either side of the Nile acted as natural
barriers between Egypt and other lands. They forced Egyptians to live on a
very small portion of the land and reduced interaction with other peoples.
However, the deserts shut out invaders. For much of its early history, Egypt was
spared the constant warfare that plagued the Fertile Crescent. A,
Upper Egypt and Lower Egypt Ancient Egyptians lived along the Nile from the
mouth well into the interior of Africa. River travel was common, but it ended at the
point in the Nile where boulders turn the river into churning rapids called a cataract
(KAT* *uh*rakt). This made it impossible for riverboats to pass this spot, known as
the First Cataract, to continue upstream south to the interior of Africa.
Between the First Cataract and the Mediterranean lay two very different regions.
Because its elevation is higher, the river area in the south is called Upper Egypt. It
is a skinny strip of land from the First Cataract to the point where the river starts
to fan out into many branches. To the north, near the sea, Lower Egypt includes the
Nile delta region. The delta begins about 100 miles before the river enters the
Mediterranean. The delta is a broad, marshy, triangular area of land formed by
deposits of silt at the mouth of the river.
MAIN I DEA
Contrasting
4/ What was the
main difference
between the flood-
ing of the Nile and
that of the rivers in
Mesopotamia?
36 Chapter 2
Connect ^Today
MAIN I DEA
Making
Inferences
Why were
Egypt's pharaohs
unusually powerful
rulers?
The Nile provided a reliable system of transportation
between Upper and Lower Egypt. The Nile flows north, so
northbound boats simply drifted with the current.
Southbound boats hoisted a wide sail. The prevailing winds
of Egypt blow from north to south, carrying sailboats
against the river current. The ease of contact made possible
by this watery highway helped unify Egypt’s villages and
promote trade.
Egypt Unites into a Kingdom
Egyptians lived in farming villages as far back as 5000 b.c.,
perhaps even earlier. Each village had its own rituals, gods,
and chieftain. By 3200 b.c., the villages of Egypt were
under the rule of two separate kingdoms, Lower Egypt and
Upper Egypt. Eventually the two kingdoms were united.
There is conflicting historical evidence over who united
Upper and Lower Egypt. Some evidence points to a king
called Scorpion. More solid evidence points to a king
named Narmer .
The king of Lower Egypt wore a red crown, and the king
of Upper Egypt wore a tall white crown shaped like a bowl-
ing pin. A carved piece of slate known as the Narmer Palette
shows Narmer wearing the crown of Lower Egypt on one
side and the crown of Upper Egypt on the other side. Some
scholars believe the palette celebrates the unification of
Egypt around 3000 b.c.
Narmer created a double crown from the red and white
crowns. It symbolized a united kingdom. He shrewdly settled his capital, Memphis,
near the spot where Upper and Lower Egypt met, and established the first Egyptian
dynasty. Eventually, the history of ancient Egypt would consist of 3 1 dynasties, span-
ning 2,600 years. Historians suggest that the pattern for Egypt’s great civilization was
set during the period from 3200 to 2700 b.c. The period from 2660 to 2180 b.c.,
known as the Old Kingdom, marks a time when these patterns became widespread.
Pharaohs Rule as Gods The role of the king was one striking difference between
Egypt and Mesopotamia. In Mesopotamia, kings were considered to be represen-
tatives of the gods. To the Egyptians, kings were gods. The Egyptian god-kings,
called pharaohs (FAIR*ohz), were thought to be almost as splendid and powerful
as the gods of the heavens. This type of government in which rule is based on reli-
gious authority is called a theocracy .
The pharaoh stood at the center of Egypt’s religion as well as its government and
army. Egyptians believed that the pharaoh bore full responsibility for the king-
dom’s well-being. It was the pharaoh who caused the sun to rise, the Nile to flood,
and the crops to grow. It was the pharaoh’s duty to promote truth and justice.
Builders of the Pyramids Egyptians believed that their king ruled even after his
death. He had an eternal life force, or ka, which continued to take part in the gov-
erning of Egypt. In the Egyptians’ mind, the ka remained much like a living king
in its needs and pleasures. Since kings expected to reign forever, their tombs were
even more important than their palaces. For the kings of the Old Kingdom, the rest-
ing place after death was an immense structure called a pyramid . The Old
Kingdom was the great age of pyramid building in ancient Egypt.
Scorpion King
In 1999 Egyptologists discovered a
series of carvings on a piece of rock
about 18 by 20 inches. The tableau
scene has symbols that may refer to
a king named Scorpion.
The rock shows a figure carrying a
staff. Near the head of the figure is a
scorpion. Another artifact, a
macehead, also shows a king with
the scorpion symbol. Both artifacts
suggest that Egyptian history may go
back to around 3250 b.c. Some
scholars believe the Scorpion is the
earliest king to begin unification of
Egypt, represented by the double
crown shown below.
J
crown of crown of crown of Upper
Upper Egypt Lower Egypt and Lower Egypt
Early River Valley Civilizations 37
These magnificent monuments were remarkable engineering achievements,
built by people who had not even begun to use the wheel. Unlike the Sumerians,
however, the Egyptians did have a good supply of stone, both granite and lime-
stone. For the Great Pyramid of Giza, for example, the limestone facing was quar-
ried just across the Nile. Each perfectly cut stone block weighed at least 2 1/2 tons.
Some weighed 15 tons. More than 2 million of these blocks were stacked with pre-
cision to a height of 481 feet. The entire structure covered more than 13 acres.
The pyramids also reflect the strength of the Egyptian civilization. They show
that Old Kingdom dynasties had developed the economic strength and technologi-
cal means to support massive public works projects, as well as the leadership and
government organization to carry them out.
Egyptian Culture
With nature so much in their favor, Egyptians tended to approach life more confi-
dently and optimistically than their neighbors in the Fertile Crescent. Religion
played an important role in the lives of Egyptians.
Religion and Life Like the Mesopotamians, the early Egyptians were polytheistic,
believing in many gods. The most important gods were Re, the sun god, and Osiris
(oh*SY*rihs), god of the dead. The most important goddess was Isis, who repre-
sented the ideal mother and wife. In all, Egyptians worshiped more than 2,000 gods
and goddesses. They built huge temples to honor the major deities.
In contrast to the Mesopotamians, with their bleak view of death, Egyptians
believed in an afterlife, a life that continued after death. Egyptians believed they
would be judged for their deeds when they died. Anubis, god and guide of the
underworld, would weigh each dead person’s heart. To win eternal life, the heart
could be no heavier than a feather. If the heart tipped the scale, showing that it was
heavy with sin, a fierce beast known as the Devourer of Souls would pounce on the
impure heart and gobble it up. But if the soul passed this test for purity and truth,
it would live forever in the beautiful Other World.
People of all classes planned for their burials, so that they might safely reach the
Other World. Kings and queens built great tombs, such as the pyramids, and other
Egyptians built smaller tombs. Royal and elite Egyptians’ bodies were preserved
by mummification , which involves embalming and drying the corpse to prevent it
from decaying. Scholars still accept Herodotus’s description of the process of
mummification as one of the methods used by Egyptians.
PRIMARY SOURCE
First, they draw out the brains through the nostrils with an iron hook. . . . Then
with a sharp stone they make an incision in the side, and take out all the
bowels. . . . Then, having filled the belly with pure myrrh, cassia, and other
perfumes, they sew it up again; and when they have done this they steep it in
natron [a mineral salt], leaving it under for 70 days. ... At the end of 70 days,
they wash the corpse, and wrap the whole body in bandages of waxen cloth.
HERODOTUS, The History of Herodotus
Attendants placed the mummy in a coffin inside a tomb. Then they filled the
tomb with items the dead person could use in the afterlife, such as clothing, food,
cosmetics, and jewelry. Many Egyptians purchased scrolls that contained hymns,
prayers, and magic spells intended to guide the soul in the afterlife. This collection
of texts is known as the Book of the Dead.
Vocabulary
deities: gods or
goddesses
MAIN IDEA
Analyzing
Primary Sources
C/ What does
this description
suggest about
the Egyptians'
knowledge of the
human body?
History n Depth
INTERACTIVE
gRSSv.^.
Pyramids and Mummies
Etched into some of the stones of the pyramids are the
nicknames of the teams of workers who built them — “the
Vigorous Gang,” “the Enduring Gang,” and “the Craftsman
Gang,” for example. Just as construction workers today leave
their marks on the skyscrapers they build, the pyramid builders
scratched messages for the ages inside the pyramids.
Who were the pyramid builders? Peasants provided most
of the labor. They worked for the government when the Nile
was in flood and they could not farm. In return for their
service, though, the country provided the workers with food
and housing during this period.
M A
▼ The largest of the pyramids is the Great
Pyramid (right background) at Giza,
completed about 2556 b.c. The diagram
shows how the interior of a pyramid looks.
A These clay vessels are called
Canopic jars. After preparing the
mummy, embalmers placed the
brain, liver, and other internal organs
of the mummy in these jars.
The ancient Egyptians
mummified the body so the soul
could return to it later. Egyptian
embalmers were so skillful that
modern archaeologists have
found mummies that still have
hair, skin, and teeth.
▼ This solid gold death mask of
the pharaoh Tutankhamen
covered the head of his mummy.
The mask, which weighs 22.04
pounds, is part of a popular
exhibit in the Egyptian Museum in
Cairo, Egypt.
King's chamber
Air shaft
Grand gallery
Queen's chamber
Escape passage
Unfinished chamber
Ascending passage
SKILLBUILDER: Interpreting Visual Sources
1 . Making Inferences What does the elaborate nature of
Egyptian burials suggest about their culture?
2. Comparing and Contrasting In what ways are modern
burial practices similar to those of the ancient Egyptians?
How are they different?
Life in Egyptian Society
History // Depth
The Rosetta Stone
In 1799, near the delta village of
Rosetta, some French soldiers found
a polished black stone inscribed with
a message in three languages. One
version was written in hieroglyphics
(top inset). A second version was in
a simpler form of hieroglyphics, and
the third was in Greek (both are
shown in the bottom inset).
Since ancient Greek was a well-
known language, it provided clues to
the meaning of the hieroglyphics.
Still, deciphering the Rosetta Stone
took many years. In 1822, a French
scholar named Jean Francois
Champollion (shahm*paw*LYAWN)
finally broke the code of the
hieroglyphics.
Like the grand monuments to the kings, Egyptian society formed a pyramid. The
king, queen, and royal family stood at the top. Below them were the other
members of the upper class, which included wealthy landowners, government offi-
cials, priests, and army commanders. The next tier of the pyramid was the middle
class, which included merchants and artisans. At the base of the pyramid was the
lower class, by far the largest class. It consisted of peasant farmers and laborers.
In the later periods of Egyptian history, slavery became a widespread source of
labor. Slaves, usually captives from foreign wars, served in the homes of the rich
or toiled endlessly in the gold mines of Upper Egypt.
The Egyptians were not locked into their social classes. Lower-and middle-class
Egyptians could gain higher status through marriage or
success in their jobs. Even some slaves could hope to earn
their freedom as a reward for their loyal service. To win the
highest positions, people had to be able to read and write.
Once a person had these skills, many careers were open in
the army, the royal treasury, the priesthood, and the king’s
court.
Women in Egypt held many of the same rights as men.
For example, a wealthy or middle-class woman could own
and trade property. She could propose marriage or seek
divorce. If she were granted a divorce, she would be
entitled to one-third of the couple’s property. g>
Egyptian Writing As in Mesopotamia, the development
of writing was one of the keys to the growth of Egyptian
civilization. Simple pictographs were the earliest
form of writing in Egypt, but scribes quickly developed
a more flexible writing system called hieroglyphics
(HY*uhr*uh*GLIHF # ihks). This term comes from the
Greek words hieros and gluph, meaning “sacred carving.”
As with Sumerian cuneiform writing, in the earliest
form of hieroglyphic writing, a picture stood for an idea.
For instance, a picture of a man stood for the idea of a man.
In time, the system changed so that pictures stood for
sounds as well as ideas. The owl, for example, stood for an
m sound or for the bird itself. Hieroglyphs could be used
almost like letters of the alphabet.
Although hieroglyphs were first written on stone and
clay, as in Mesopotamia, the Egyptians soon invented a
better writing surface — pa pyrus (puh*PY*ruhs) reeds.
These grew in the marshy delta. The Egyptians split the
reeds into narrow strips, placed them crosswise in two
layers, dampened them, and then pressed them. As the
papyrus dried, the plant’s sap glued the strips together into
a paperlike sheet.
si
v * v/Kuj
— T«£T t, 'fMEOTKA 1 nt
£ &©y£La T * rtX Atttf \
^£YtT-^n-r E A HJ* y\
H rX mi he N Y n
\HQYE EYXA P 16 t
Egyptian Science and Technology Practical needs led to
many Egyptian inventions. For example, the Egyptians
developed a calendar to help them keep track of the
time between floods and to plan their planting season.
Priests observed that the same star — Sirius — appeared
above the eastern horizon just before the floods came.
MAIM IDEA
Comparing
B/ How was the
status of women
similar in Egyptian
and Sumerian
societies?
40 Chapter 2
MAIN IDEA
Summarizing
JU What were the
main achievements
of the ancient
Egyptians?
They calculated the number of days between one rising of the star and the next as
365 days — a solar year. They divided this year into 12 months of 30 days each and
added five days for holidays and feasting. This calendar was so accurate that it fell
short of the true solar year by only six hours.
Egyptians developed a system of written numbers for counting, adding, and sub-
tracting. The system would have helped to assess and collect taxes. Scribes used an
early form of geometry to survey and reset property boundaries after the annual floods.
Mathematical knowledge helped Egypt’s skillful engineers and architects make accu-
rate measurements to construct their remarkable pyramids and palaces. Egyptian archi-
tects were the first to use stone columns in homes, palaces, and temples.
Egyptian medicine was also famous in the ancient world. Egyptian doctors
knew how to check a person’s heart rate by feeling for a pulse in different parts of
the body. They set broken bones with splints and had effective treatments for
wounds and fevers. They also used surgery to treat some conditions.
Invaders Control Egypt
The power of the pharaohs declined about 2180 b.c., marking the end of the Old
Kingdom. Strong pharaohs regained control during the Middle Kingdom
(2040-1640 B.c.) and restored law and order. They improved trade and transporta-
tion by digging a canal from the Nile to the Red Sea. They built huge dikes to trap
and channel the Nile’s floodwaters for irrigation. They also created thousands of
new acres of farmland by draining the swamps of Lower Egypt.
The prosperity of the Middle Kingdom did not last. In about 1640 b.c., a group
from the area of Palestine moved across the Isthmus of Suez into Egypt. These peo-
ple were the Hyksos (HIHK*sahs), which meant “the rulers of foreign lands.” The
Hyksos ruled much of Egypt from 1630 to 1523 b.c.
Egypt would rise again for a new period of power and glory, the New Kingdom,
which is discussed in Chapter 4. During approximately the same time period as the
Old Kingdom and Middle Kingdom existed in Egypt, civilization was emerging in
the Indus River Valley.
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• delta • Narmer • pharaoh • theocracy • pyramid • mummification
• hieroglyphic
• papyrus
USING YOUR NOTES
2. Which of the Egyptian
achievements do you consider
the most important? Explain.
MAIN IDEAS
3. How did being surrounded by
deserts benefit Egypt?
4. How did the Egyptians view
the pharaoh?
5. Why did Egyptians mummify
bodies?
CRITICAL THINKING & WRITING
6. DRAWING CONCLUSIONS Which of the three natural
features that served as boundaries in ancient Egypt was
most important to Egypt's history? Explain.
7. RECOGNIZING EFFECTS What impact did Egyptian
religious beliefs have on the lives of Egyptians?
8. COMPARING AND CONTRASTING How were cuneiform
and hieroglyphic writing similar? different?
9. WRITING ACTIVITY SCIENCE AND TECHNOLOGY Select an
Egyptian invention or achievement. Write a paragraph
about how your selected achievement changed the
Egyptians' life.
CONNECT TO TODAY
CREATING A LANGUAGE
Devise a set of symbols to create a language. Write several sentences and have classmates
try to decipher the message.
Early River Valley Civilizations 41
Social -fi story
Work and Play in
Ancient Egypt
For ancient Egyptians, life often involved hard work. When
the weather was good, most worked in the fields, producing
food for their families and for export. During flood season,
thousands of these farmers were called upon to help build
the pharaohs’ temples.
But life was not all about work. Archaeological digs
offer evidence that both upper-class Egyptians and the
common people found ways to enjoy themselves.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on life in
ancient Egypt, go to classzone.com
T Games
Games were popular with all classes of Egyptian society. The
board shown below is for the game senet— also depicted in
the painting. Players threw sticks or knuckle bones to move
their pieces through squares of good or bad fortune. A player
won by moving all his or her pieces off the board.
42 Chapter 2
A Farmers
This detail from a tomb
painting shows Egyptian
farmers at work. Egyptians
grew enough wheat and
barley to have food reserves
for themselves and for export
to other civilizations. They
also grew fruit and vegetables
in irrigated fields.
> DATA FILE
MORE ON WORK
• Surgeons Ancient Egypt had
skilled surgeons. Written
evidence shows that Egyptian
surgeons knew how to stitch
cuts and set broken bones.
Some Egyptian mummies
even show evidence of being
operated on. We know the
names of about 150
physicians— 2 of them
were women.
• Papyrus Growers A large
industry was built around the
harvesting of papyrus. Papyrus
was used to make the material
Egyptians wrote on. Scrolls of
various sizes could be made
One mathematics papyrus was
15 feet long and 3 inches wide.
Cosmetics
Ancient Egyptians used cosmetics for both work and play. They protected field
workers from sun and heat and were used to enhance beauty. Egyptian men
and women applied makeup, called kohl, to their eyes. They made kohl from
minerals mixed with water. They also soaked flowers and fragrant woods in oil
and rubbed the oil into their skin. The dark eye makeup softened the glare of
the sun. The oils protected their skin from the dry air. Egyptians kept their
cosmetics in chests such as the one shown above.
▼ Temple Builders
The artist's colorful drawing of what the Karnak Temple Complex might have
looked like explains why Egyptian pharaohs needed thousands of laborers to
build their temples. Some historians believe the laborers may have been part
of a rotating workforce drafted from the agricultural classes around Egypt— a
form of community sen/ice. The photo at lower left shows the temple as it is
today. Although faded and eroded, the temple still inspires awe.
MORE ON PLAY
• Pets Egyptians kept various
animals as pets. Nobles would
even have their pets
mummified and buried with
them. A single pet cemetery
was discovered that contained
1,000,000 bird mummies.
• Royal Dogs The Pharaoh
hound was very popular in
ancient Egypt. Artifacts from
4000 b.c. show images of the
breed. Today, a Pharaoh hound
puppy bred for competition
can cost up to $1,500.
1. Making Inferences From what you
have read here, what inferences can
you make about Egyptian society?
^ See Skillbuilder Handbook, page RIO.
2. Comparing and Contrasting How
are the work and leisure activities of
ancient Egypt different from those in
the United States today? How are
they similar?
Planned Cities on the Indus
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
INTERACTION WITH
ENVIRONMENT The first Indian
civilization built well-planned
The culture of India today has
its roots in the civilization of the
early Indus cities.
• subcontinent
• monsoon
• Harappan
civilization
cities on the banks of the
Indus River.
SETTING THE STAGE The great civilizations of Mesopotamia and Egypt rose
and fell. They left behind much physical evidence about their ways of life. This
is the case in what today is the area known as Pakistan and part of India where
another civilization arose about 2500 B.c. However, historians know less about
its origins and the reasons for its eventual decline than they do about the origins
and decline of Mesopotamia and Egypt, because the language of the culture has
not been translated.
TAKING NOTES
Drawing Conclusions
Use the graphic organizer
to draw conclusions about
Indus Valley civilizations.
hdus Valley
Mies
fact
Language
fact
Trade
fact
The Geography of the Indian Subcontinent
Geographers often refer to the landmass that includes India, Pakistan, and
Bangladesh as the Indian subcontinent . A wall of the highest mountains in the
world — the Hindu Kush, Karakorum, and Himalayan ranges — separates this
region from the rest of the Asian continent.
Rivers, Mountains, and Plains The world’s tallest mountains to the north and
a large desert to the east helped protect the Indus Valley from invasion. The
mountains guard an enormous flat and fertile plain formed by two rivers — the
Indus and the Ganges (GAN*jeez). Each river is an important link from the inte-
rior of the subcontinent to the sea. The Indus River flows southwest from the
Himalayas to the Arabian Sea. Much of the lower Indus Valley is occupied by the
Thar Desert. Farming is possible only in the areas directly watered by the Indus.
The Ganges drops down from the Himalayas and flows eastward across northern
India. It joins the Brahmaputra River as it flows to the Bay of Bengal.
The Indus and Ganges and the lands they water make up a large area that
stretches 1,700 miles across northern India and is called the Indo-Gangetic Plain.
Like the Tigris, the Euphrates, and the Nile, these rivers carry not only water for
irrigation, but also silt, which produces rich land for agriculture.
Below the Indo-Gangetic Plain, the southern part of the subcontinent is a
peninsula that thrusts south into the Indian Ocean. The center of the peninsula is
a high plateau cut by twisting rivers. This region is called the Deccan (DEK*uhn)
Plateau. The plateau is framed by low mountain ranges called the Eastern and
Western Ghats. These mountains keep moist air from reaching the plateau, mak-
ing it a dry region. A narrow border of lush, tropical land lies along the coasts of
southern India.
44 Chapter 2
Dry monsoon winds
(October to May)
Wet monsoon winds
(June to September)
Indus Valley civilization
karakq/^
KHYBER V
PASS A
BOLAN
PASS
Harappa
Kalibangan
Mohenjo-
Daro
THAR
DESER T
DECCAN
PL A TEA U
400 Kilometers
Monsoon Winter
Ancient India, 2500-1500 b.c.
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1. Human-Environment Interaction What landforms presented natural barriers around the
Indus Valley?
2. Movement Why do the winter monsoon winds carry so little moisture?
MAIN IDEA
Identifying
Problems
^ What environ-
mental challenge
did the farmers of
the Indus Valley
face that the
Sumerians and
Egyptians did not?
Monsoons Seasonal winds called monsoons dominate India’s climate. From
October to February, winter monsoons from the northeast blow dry air westward
across the country. Then, from the middle of June through October, the winds shift.
These monsoons blow eastward from the southwest, carrying moisture from the
ocean in great rain clouds. The powerful storms bring so much moisture that flood-
ing often happens. When the summer monsoons fail to develop, drought often
causes crop disasters.
Environmental Challenges The civilization that emerged along the Indus River
faced many of the same challenges as the ancient Mesopotamian and Egyptian
civilizations.
• Yearly floods spread deposits of rich soil over a wide area. However, the
floods along the Indus were unpredictable.
• The rivers sometimes changed course.
• The cycle of wet and dry seasons brought by the monsoon winds was
unpredictable. If there was too little rain, plants withered in the fields and
people went hungry. If there was too much rain, floods swept away whole
villages. A,
Early River Valley Civilizations 45
Civilization Emerges on the Indus
Historians know less about the civilization in the Indus Valley than about those to
the west. They have not yet deciphered the Indus system of writing. Evidence
comes largely from archaeological digs, although many sites remain unexplored,
and floods probably washed away others long ago. At its height, however, the civ-
ilization of the Indus Valley influenced an area much larger than did either
Mesopotamia or Egypt.
Earliest Arrivals No one is sure how human settlement began in the Indian sub-
continent. Perhaps people who arrived by sea from Africa settled the south.
Northern migrants may have made their way through the Khyber Pass in the Hindu
Kush mountains. Archaeologists have found evidence in the highlands of agricul-
ture and domesticated sheep and goats dating to about 7000 b.c. By about
3200 b.c., people were farming in villages along the Indus River.
v A map of the
citadel portion
of Mohenjo-
Daro shows
an organized
pattern of
buildings and
streets.
Granary
Stair
/
r
Tower
Planned Cities Around 2500 b.c., while Egyptians were building pyramids, peo-
ple in the Indus Valley were laying the bricks for India’s first cities. They built
strong levees, or earthen walls, to keep water out of their cities. When these were
not enough, they constructed human-made islands to raise the cities above possi-
ble floodwaters. Archaeologists have found the ruins of more than 100 settlements
along the Indus and its tributaries mostly in modern-day Pakistan. The largest cities
were Kalibangan, Mohenjo-Daro, and Harappa. Indus Valley civilization is some-
times called Harappan civilization , because of the many archaeological discover-
ies made at that site.
One of the most remarkable achievements of the Indus Valley people was their
sophisticated city planning. The cities of the early Mesopotamians were a jumble
of buildings connected by a maze of winding streets. In
contrast, the people of the Indus laid out their cities on
a precise grid system. Cities featured a fortified area
called a citadel, which contained the major buildings of
the city. Buildings were constructed of oven-baked
bricks cut in standard sizes, unlike the simpler, irregu-
lar, sun-dried mud bricks of the Mesopotamians.
Early engineers also created sophisticated plumbing
and sewage systems. These systems could rival any
urban drainage systems built before the 19th century.
The uniformity in the cities’ planning and construction
suggests that the Indus peoples had developed a strong
central government.
Harappan Planning Harappa itself is a good example
of this city planning. The city was partially built on mud-
brick platforms to protect it from flooding. A thick brick
wall about three and a half miles long surrounded it.
Inside was a citadel, which provided protection for the
royal family and also served as a temple.
The streets in its grid system were as wide as 30 feet.
Walls divided residential districts from each other.
Houses varied in size. Some may have been three stories
high. Narrow lanes separated rows of houses, which
were laid out in block units. Houses featured bathrooms
where wastewater flowed out to the street and then to
sewage pits outside the city walls.
46 Chapter 2
Science & Technology
Plumbing in Mohenjo-Daro
From the time people began living in cities, they have faced the
problem of plumbing: how to obtain clean water and remove human
wastes? In most ancient cities, people retrieved water from a river or a
central well. They dumped wastes into open drainage ditches or carted
them out of town. Only the rich had separate bathrooms in their homes.
By contrast, the Indus peoples built extensive and modern-looking
plumbing systems. In Mohenjo-Daro, almost every house had a private
bathroom and toilet. No other civilization achieved this level of
convenience until the 19th and 20th centuries. The toilets were neatly
built of brick with a wooden seat. Pipes connected to each house
carried wastewater into an underground sewer system.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on
water and waste management
go to classzone.com
Plumbing Facts
The ancient Romans also built
sophisticated plumbing and
sewage systems. Aqueducts
supplied Roman cities with
water.
In the 17th century, engineers
installed a series of water
wheels to pump water for the
fountains of Versailles, the
palace of French king Louis XIV.
The water was pumped from a
river three miles away. This
was the largest water-supply
system powered by machine
rather than gravity.
The flush toilet was patented in
1775 by Alexander Cumming, a
British mathematician and
watchmaker.
Harappan Culture
Harappan culture spread throughout the Indus valley. Like the Egyptian and
Mesopotamian civilizations you have studied, the culture was based on agriculture.
Artifacts help to explain some aspects of the culture.
▼ Harappan seals
show an elephant
(top), an Indian
rhinoceros (middle),
and a zebu bull
(bottom).
Language Like the other two river valley civilizations, the Harappan culture
developed a written language. In contrast to cuneiform and hieroglyphics, the
Harappan language has been impossible to decipher. This is because, unlike the
other two languages, linguists have not found any inscriptions that are bilingual.
The Harappan language is found on stamps and seals made of carved stone used
for trading pottery and tools. About 400 symbols make up the language.
Scientists believe the symbols, like hieroglyphs, are used both to depict
an object and also as phonetic sounds. Some signs stand alone and oth-
ers seem to be combined into words. B,
Culture The Harappan cities show a remarkable uniformity in religion
and culture. The housing suggests that social divisions in the society
were not great. Artifacts such as clay and wooden children’s toys
suggest a relatively prosperous society that could afford to produce
nonessential goods. Few weapons of warfare have been found, suggest-
ing that conflict was limited.
The presence of animal images on many types of artifacts suggests
that animals were an important part of the culture. Animals are seen on
pottery, small statues, children’s toys, and seals used to mark trade
items. The images provide archaeologists with information about ani-
mals that existed in the region. However, some of the seals portray
beasts with parts of several different animals — for example, the head of
a man, an elephant trunk and tusks, horns of a bull, and the rump of a
tiger. As in the case of the Harappan language, the meaning of these
images has remained a mystery.
Role of Religion As with other cultures, the rulers of the Harappan
civilization are believed to have close ties to religion. Archaeologists
think that the culture was a theocracy. But no site of a temple has been
found. Priests likely prayed for good harvests and safety from floods.
Religious artifacts reveal links to modern Hindu culture. Figures show
what may be early representations of Shiva, a major Hindu god. Other
figures relate to a mother goddess, fertility images, and the worship of
the bull. All of these became part of later Indian civilization.
Trade The Harappans conducted a thriving trade with peoples in the
region. Gold and silver came from the north in Afghanistan.
Semiprecious stones from Persia and the Deccan Plateau were crafted
into jewelry. The Indus River provided an excellent means of trans-
portation for trade goods. Brightly colored cotton cloth was a desirable
trade item since few people at the time knew how to grow cotton.
Overland routes moved goods from Persia to the Caspian Sea.
The Indus River provided a link to the sea. This access allowed Indus
Valley inhabitants to develop trade with distant peoples, including the
Mesopotamians. Seals probably used by Indus merchants to identify their goods have
been found in Sumer. Ships used the Persian Gulf trade routes to bring copper, lum-
ber, precious stones, and luxury goods to Sumer. Trading began as early as 2600 b.c.
and continued until 1800 b.c.
WAIN IDEA
Clarifying
What is the
main reason
Harappan language
has not been
deciphered?
48 Chapter 2
Vocabulary
tectonic plates:
moving pieces of
the earth's crust
MAIN IDEA
Analyzing Causes
& What factors
may have con-
tributed to the
decline of the Indus
Valley civilization?
Indus Valley Culture Ends
Around 1750 B.C., the quality of building in the
Indus Valley cities declined. Gradually, the
great cities fell into decay. The fate of the cities
remained a mystery until the 1970s. Then,
satellite images of the subcontinent of India
revealed evidence of shifts in tectonic plates.
The plate movement probably caused earth-
quakes and floods and altered the course of the
Indus River.
Some cities along the rivers apparently suf-
fered through these disasters and survived.
Others were destroyed. The shifts may have
caused another river, the Sarswati, to dry up.
Trade on this river became impossible, and
cities began to die. Harappan agriculture, too,
would have been influenced by these events. It
is likely that these environmental changes pre-
vented production of large quantities of food.
Furthermore, Harappan agriculture may have
suffered as a result of soil that was exhausted
by overuse. This too, may have forced people to
leave the cities in order to survive.
Other factors had an impact on the Indus
subcontinent. As Chapter 3 explains, the
Aryans, a nomadic people from north of the Hindu Kush mountains, swept into a The bearded
the Indus Valley around 1500 B.c. Indian civilization would grow again under the figure above
influence of these nomads. At this same time, farther to the east, another civiliza- be a
Harappan god
tion was arising. It was isolated from outside influences, as you will learn in or per h a ps a
Section 4. Cj priest king.
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• subcontinent • monsoon • Harappan civilization
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. What is one conclusion you
can draw about the Indus
Valley civilization?
Indus Valley
Cities
fact
V-anquaqe
fact
Trade
fact
3. What problems can monsoons
cause?
6. DRAWING CONCLUSIONS What evidence suggests Indus
Valley cities were run by a strong central government?
4. How were the planned cities of
the Indus Valley different from
other early cities?
5. What reasons are suggested for
the disappearance of the Indus
Valley civilization?
7. SYNTHESIZING What skills would the construction of
planned cities require? Explain.
8. MAKING INFERENCES How were the people of the Indus
Valley connected to Mesopotamia?
9. WRITING ACTIVITY | INTERACTION WITH ENVIRONMENT!
Write a comparison of how Sumerians, Egyptians, and
the people of the Harappan civilization made use of
their environment. Then identify which group you think
made better use of what they had.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY
Use the Internet to research Harappan seals. Make some sketches of
what you see. Then create a sketch of a seal that might have been
found in a ruin in an Indus Valley civilization.
INTERNET KEYWORD
Harappan seals
Early River Valley Civilizations 49
River Dynasties in China
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
POWER AND AUTHORITY The
The culture that took root during
• loess
• dynastic
early rulers introduced ideas
ancient times still affects
• oracle bone
cycle
about government and society
that shaped Chinese civilization.
Chinese ways of life today.
• Mandate of
Heaven
• feudalism
SETTING THE STAGE The walls of China’s first cities were built 4,000 years
ago. This was at least 1,000 years after the walls of Ur, the great pyramids of
Egypt, and the planned cities of the Indus Valley were built. Unlike the other
three river valley civilizations, the civilization that began along one of China’s
river systems continues to thrive today.
TAKING NOTES
Following Chronological
Order On a time line,
identify major events in
early Chinese dynasties.
evert I evert 3
I 1 1 >
evert t
The Geography of China
Natural barriers somewhat isolated ancient China from all other civilizations. To
China’s east lay the Yellow Sea, the East China Sea, and the Pacific Ocean.
Mountain ranges and deserts dominate about two-thirds of China’s landmass.
In west China lay the Taklimakan (TAH*kluh # muh*KAHN) Desert and the icy
15,000-foot Plateau of Tibet. To the southwest are the Himalayas. And to the
north are the desolate Gobi Desert and the Mongolian Plateau.
River Systems Two major river systems flow from the mountainous west to the
Pacific Ocean. The Huang He (hwahng HUH), also known as the Yellow River,
is found in the north. In central China, the Chang Jiang (chang jyhang), also
called Yangtze (yang*SEE), flows east to the Yellow Sea. The Huang He, whose
name means “yellow river,” deposits huge amounts of yellowish silt when it
overflows its banks. This silt is actually fertile soil called loess (LOH*uhs),
which is blown by the winds from deserts to the west and north.
Environmental Challenges Like the other ancient civilizations in this chapter,
China’s first civilization developed in a river valley. China, too, faced the dan-
gers of floods — but its geographic isolation posed its own challenges.
• The Huang He’s floods could be disastrous. Sometimes floods devoured
whole villages, earning the river the nickname “China’s Sorrow.”
• Because of China’s relative geographic isolation, early settlers had to
supply their own goods rather than trading with outside peoples.
• China’s natural boundaries did not completely protect these settlers from
outsiders. Invasions from the west and north occurred again and again in
Chinese history.
China's Heartland Only about 10 percent of China’s land is suitable for farm-
ing. Much of the land lies within the small plain between the Huang He and the
50 Chapter 2
■ , Extent of Shang Dynasty
(Approximate)
I - Extent of Zhou Dynasty
(Approximate)
— Border of modern China
The Huang He, or Yellow
River, is named for the color
of its silt. This silt nurtured
early development of Chinese
civilization and is still a vital
resource today.
PA CIFIC
OCEAN
Yellow
Sea |
TAKLIMAKAN
PL A TEA U OF
TIBET
Yellow silt gives the Huang He a
distinctive color.
1,000 Kilometers
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Location Describe the location of the Huang He and Chang Jiang in terms of where they
begin and end.
2. Region What area did the Shang and Zhou dynasties control?
Chang Jiang in eastern China. This plain, known as the North China Plain, is
China’s heartland. Throughout China’s long history, its political boundaries have
expanded and contracted depending on the strength or weakness of its ruling fam-
ilies. Yet the heartland of China remained the center of its civilization.
Civilization Emerges in Shang Times
Fossil remains show that ancestors of modern humans lived in southwest China
about 1.7 million years ago. In northern China near Beijing, a Homo erectus skele-
ton was found. Known as Peking man, his remains show that people settled the
river valley as much as 500,000 years ago.
The First Dynasties Even before the Sumerians settled in southern Mesopotamia,
early Chinese cultures were building farming settlements along the Huang He.
Around 2000 B.C., some of these settlements grew into China’s first cities.
According to legend, the first Chinese dynasty, the Xia (shyah) Dynasty, emerged
about this time. Its leader was an engineer and mathematician named Yu. His flood-
control and irrigation projects helped tame the Huang He and its tributaries so that
settlements could grow. The legend of Yu reflects the level of technology of a soci-
ety making the transition to civilization.
About the time the civilizations of Mesopotamia, Egypt, and the Indus Valley
fell to outside invaders, a people called the Shang rose to power in northern China.
Early River Valley Civilizations 5 1
History/// Depth
Lady Hao's Tomb
Lady Hao was a wife of king Wu Ding,
a Shang ruler, during the 1200s b.c.
Her relatively small grave contained
some 460 bronze artifacts, 750 jade
objects, and more than 6,880 cowry
shells. Also found in the tomb beside
Lady Hao's coffin were the remains
of 16 people and 6 dogs.
Writings found in other places
reveal a remarkable figure in Lady
Hao. On behalf of her husband,
she led more than one military
campaign, once with a force of
13,000 troops. She also took charge
of rituals dedicated to the spirits
of Shang ancestors, a duty reserved
for the most distinguished members
of the royal family.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY Create a
multimedia presentation about Lady
Hao's tomb and its contents. Go to
classzone.com for your research.
The Shang Dynasty lasted from around 1700 b.c. to 1027
b.c. It was the first family of Chinese rulers to leave written
records. The Shang kings built elaborate palaces and tombs
that have been uncovered by archaeologists.The artifacts
reveal much about Shang society.
Early Cities Among the oldest and most important Shang
cities was Anyang (ahn*YAHNG), one of the capitals of the
Shang Dynasty. Unlike the cities of the Indus Valley or
Fertile Crescent, Anyang was built mainly of wood. The city
stood in a forest clearing. The higher classes lived in
timber-framed houses with walls of clay and straw. These
houses lay inside the city walls. The peasants and crafts-
people lived in huts outside the city.
The Shang surrounded their cities with massive earthen
walls for protection. The archaeological remains of one city
include a wall of packed earth 118 feet wide at its base that
encircled an area of 1.2 square miles. It likely took 10,000
men more than 12 years to build such a structure. Like the
pyramids of Egypt or the cities of the Indus Valley, these
walls demonstrate the Shang rulers’ ability to raise and con-
trol large forces of workers. A;
Shang peoples needed walled cities because they were
constantly waging war. The chariot, one of the major tools
of war, was probably first introduced by contact with cul-
tures from western Asia. Professional warriors underwent
lengthy training to learn the techniques of driving and
shooting from horse-drawn chariots.
MAIN IDEA
Comparing
&/ What did Shang
cities have in com-
mon with those of
Sumer?
The Development of Chinese Culture
In the Chinese view, people who lived outside of Chinese civilization were barbar-
ians. Because the Chinese saw their country as the center of the civilized world,
their own name for China was the Middle Kingdom.
The culture that grew up in China had strong unifying bonds. From earliest
times, the group seems to have been more important than the individual. A person’s
chief loyalty throughout life was to the family. Beyond this, people owed obedience
and respect to the ruler of the Middle Kingdom, just as they did to the elders in
their family.
Family The family was central to Chinese society. The most important virtue
was respect for one’s parents. The elder men in the family controlled the family’s
property and made important decisions. Women, on the other hand, were treated as
inferiors. They were expected to obey their fathers, their husbands, and later, their
own sons. When a girl was between 13 and 16 years old, her marriage was
arranged, and she moved into the house of her husband. Only by bearing sons for
her husband’s family could she hope to improve her status.
Social Classes Shang society was sharply divided between nobles and peasants.
A ruling class of warrior-nobles headed by a king governed the Shang. These noble
families owned the land. They governed the scattered villages within the Shang
lands and sent tribute to the Shang ruler in exchange for local control.
Religious Beliefs In China, the family was closely linked to religion. The Chinese
believed that the spirits of family ancestors had the power to bring good fortune
Vocabulary
tribute: payment
made to keep peace
52 Chapter 2
MAIN IDEA
Recognizing
Effects
§/ How did writing
help unite China?
or disaster to living members of the family. The Chinese did
not regard these spirits as mighty gods. Rather, the spirits were
more like troublesome or helpful neighbors who demanded
attention and respect. Every family paid respect to the father’s
ancestors and made sacrifices in their honor.
Through the spirits of the ancestors, the Shang consulted
the gods. The Shang worshiped a supreme god, Shang Di,
as well as many lesser gods. Shang kings consulted the gods
through the use of oracle bone s, animal bones and tortoise
shells on which priests had scratched questions for the gods.
After inscribing a question on the bone, a priest applied a
hot poker to it, which caused it to crack. The priests then
interpreted the cracks to see how the gods had answered.
Development of Writing In the Chinese method of writing,
each character generally stands for one syllable
or unit of language. Recall that many of the Egyptian hiero-
glyphs stood for sounds in the spoken language. In contrast,
there were practically no links between China’s spoken lan-
guage and its written language. One could read Chinese with-
out being able to speak a word of it. (This seems less strange
when you think of our own number system. Both a French person and an American
can understand the written equation 2 + 2 = 4. But an American may not understand
the spoken statement “Deux et deux font quatre.”)
The Chinese system of writing had one major advantage. People in all parts
of China could learn the same system of writing, even if their spoken languages
were very different. Thus, the Chinese written language helped unify a large and
diverse land, and made control much easier.
The disadvantage of the Chinese system was the enormous number of written
characters to be memorized — a different one for each unit of language. A person
needed to know over 1,500 characters to be barely literate. To be a true scholar, one
needed to know at least 10,000 characters. For centuries, this severely limited the
number of literate, educated Chinese. As a general rule, a nobleperson’s children
learned to write, but peasant children did not.
^ The earliest
evidence of
Chinese writing
is seen on
oracle bones
like this one
found in the
city of Anyang.
Chinese Writing
The earliest writing systems in the world— including
Chinese, Sumerian, and Egyptian— developed from
pictographs, or simplified drawings of objects. The
writing system used in China today is directly related
to the pictographic writing found on Shang oracle
bones. As you can see in the chart below, the ancient
pictographs can still be recognized in many modern
Chinese characters.
ox
goat, sheep tree moon
earth
water
field
heaven
to pray
Ancient 1 1 J
symbol 1/
Tt )
1
%
ffl
it
Modern
character
4 4 ft
i.
7jc
S3
Early River Valley Civilizations 53
New dynasty gains
power, restores
peace and order, and
claims to have
Mandate of Heaven.
Dynasty is overthrown
through rebellion and
bloodshed; new
dynasty emerges.
*
Strong dynasty
establishes peace
and prosperity; it is
considered to have
Mandate of Heaven.
Dynastic Cycle in China
Old dynasty is seen as
having lost Mandate
of Heaven; rebellion
is justified.
In time, dynasty
declines and
becomes corrupt;
taxes are raised;
power grows weaker.
Disasters such as
floods, famines,
peasant revolts,
and invasions occur.
Zhou and the Dynastic Cycle
Around 1027 b.c., a people called the Zhou (joh) overthrew the Shang and estab-
lished their own dynasty. The Zhou had adopted much of the Shang culture.
Therefore, the change in dynasty did not bring sweeping cultural change.
Nevertheless, Zhou rule brought new ideas to Chinese civilization.
Mandate of Heaven To justify their conquest, the Zhou leaders declared that the
final Shang king had been such a poor ruler that the gods had taken away the
Shang’s rule and given it to the Zhou. This justification developed over time into a
broader view that royal authority came from heaven. A just ruler had divine
approval, known as the Mandate of Heaven . A wicked or foolish king could lose
the Mandate of Heaven and so lose the right to rule. The Duke of Shao, an aide of
the Zhou leader who conquered the Shang, described the mandate:
Vocabulary
mandate: a com-
mand or instruction
from a higher
authority
PRIMARY SOURCE
Heaven, unpitying, has sent down ruin on Yin [another name for Shang]. Yin has lost the
Mandate, and we Zhou have received it. I dare not say that our fortune would continue
to prosper, even though I believe that heaven favors those who are sincere in their
intentions. I dare not say, either that it would end in certain disaster. . . .
The Mandate of Heaven is not easy to gain. It will be lost when men fail to live up to
the reverent and illustrious virtues of their forefathers.
DUKE OF SHAO, quoted in The Chinese Heritage
The Mandate of Heaven became central to the Chinese view of government.
Floods, riots, and other calamities might be signs that the ancestral spirits were dis-
pleased with a king’s rule. In that case, the Mandate of Heaven might pass to
another noble family. This was the Chinese explanation for rebellion, civil war, and
the rise of a new dynasty. Historians describe the pattern of rise, decline, and
replacement of dynasties as the dynastic cycle , shown above. C,
Control Through Feudalism The Zhou Dynasty controlled lands that stretched
far beyond the Huang He in the north to the Chang Jiang in the south. To govern
this vast area, it gave control over different regions to members of the royal family
and other trusted nobles. This established a system called feudalism . Feudalism is
a political system in which nobles, or lords, are granted the use of lands that legally
belong to the king. In return, the nobles owe loyalty and military service to the king
and protection to the people who live on their estates. Similar systems would arise
centuries later in both Japan and Europe.
At first, the local lords lived in small walled towns and had to submit to the
superior strength and control of the Zhou rulers. Gradually, however, the lords grew
stronger as the towns grew into cities and expanded into the surrounding territory.
MAIN IDEA
Synthesizing
Cj According to
Chinese beliefs,
what role did the
Mandate of Heaven
play in the dynastic
cycle?
54 Chapter 2
Peoples who had been hostile toward the lords gradually accepted
their rule and adopted Zhou ways. As a result, the local lords became
less dependent on the king. More and more, they fought among
themselves and with neighboring peoples for wealth and territory.
Improvements in Technology and Trade The Zhou Dynasty pro-
duced many innovations.
• Roads and canals were built to stimulate trade and agriculture.
• Coined money was introduced, which further improved trade.
• Blast furnaces that produced cast iron were developed.
Zhou cast iron production would not be matched in Europe until
the Middle Ages. The Zhou used iron to create weapons, especially
dagger-axes and swords. They also used it for common agricultural
tools such as sickles, knives, and spades. Iron tools made farm work
easier and more productive. The ability to grow more food helped
Zhou farmers support thriving cities.
A Period of Warring States The Zhou ruled from around 1027 to
256 b.c. The Zhou empire was generally peaceful and stable. Gradually, however,
Zhou rule weakened. In 771 b.c., nomads from the north and west sacked the Zhou
capital and murdered the Zhou monarch. A few members of the royal family escaped
and set up a new capital at Luoyang.
However, the Zhou kings at Luoyang were almost powerless, and they could not
control the noble families. The lords sought every opportunity to pick fights with
neighboring lords. As their power grew, these warlords claimed to be kings in their
own territory. As a result, the later years of the Zhou are often called “the time of
the warring states.”
Amidst the bloodshed, traditional values collapsed. The very heart of Chinese
civilization — love of order, harmony, and respect for authority — had been replaced
with chaos, arrogance, and defiance. As you will learn in Chapter 4, the dynastic
cycle was about to bring a new start to Chinese civilization.
a These Chinese
coins are made of
bronze. Their
shape resembles a
digging tool such
as a hoe or spade.
L
SECTION
o
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• loess • oracle bone • Mandate of Heaven • dynastic cycle • feudalism
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which event do you think was
3. Between which two rivers is
6. RECOGNIZING EFFECTS In your judgment, what are the
a turning point in Chinese
the heartland of China found?
benefits and drawbacks of the belief that the group was
h
li story?
evert 1 evert 3
1 1 1 >
evert t
4. What family obligations did a
Chinese person have?
5. How is the dynastic cycle
connected to the Mandate of
Heaven?
more important than the individual?
7. COMPARING How did the social classes in Shang society
differ from those in Egyptian society?
8. ANALYZING MOTIVES Do you think that the Zhou
Dynasty's downfall resulted from its method of control?
Why or why not?
9. WRITING ACTIVITY POWER AND AUTHORITY | Study the
dynastic cycle. Then write a letter to the editor
suggesting that the current ruler should be replaced.
CONNECT TO TODAY
CREATING A POSTER
Research the Three Gorges Dam Project in China. The project will place dams on the Chang
Jiang. Create a poster showing the locations of the dams, some statistics about them, and an
explanation of the project's purpose.
Early River Valley Civilizations 55
Chapter Assessment
TERMS & NAMES
Briefly explain the importance of each of the following to early
river valley civilizations from 3500-450 b.c.
1. Fertile Crescent 5. pharaoh
2 . city-state 6 . hieroglyphics
3. polytheism 7. Harappan civilization
4. empire 8. Mandate of Heaven
MAIN IDEAS
City-States in Mesopotamia Section 1 (pages 29-34)
9. What is the Fertile Crescent and why is it called that?
10. Name three disadvantages of Sumer's natural
environment.
11 . What circumstances led to the beginning of organized
government?
Pyramids on the Nile Section 2 (pages 35-43)
12. Why did the Egyptians build pyramids?
13. Herodotus remarked that Egypt was the "gift of the Nile."
What did he mean by this?
Planned Cities on the Indus Section 3 (pages 44-49)
14. What does the uniformity of Indus Valley cities tell us
about their government?
15. What evidence exists to show that Indus Valley civilizations
traded with Sumer?
River Dynasties in China Section 4 (pages 50-55)
16. What was the great advantage of the Chinese written
language?
17. Explain the dynastic cycle in China.
CRITICAL THINKIN<
1. USING YOUR NOTES
Create a Venn diagram to
indicate differences and
similarities in religious
beliefs among these
ancient civilizations.
2. HYPOTHESIZING
I POWER AND AUTHORITY! Think about a massive public project
that might be done today, such as building a large dam. In
terms of government power and authority, how would this be
similar to the building of the pyramids? How would it be
different?
3. DRAWING CONCLUSIONS
| SCIENCE AND TECHNOLOGY | Why was it necessary to develop
writing before civilization could advance?
4. MAKING INFERENCES
What reasons might be suggested for the location of
civilizations along river valleys?
5. COMPARING
How was a theocracy different from a government run by
warrior-kings?
VISUAL SUMMARY
Early River Valley Civilizations
—
—
—
1
j J Sumer
Egypt
Indus Valley t
j* China
Environment
• Tigris and Euphrates
flooding unpredictable
• No natural barriers
• Limited natural
resources
• Nile flooding predictable
• Natural barriers: deserts
• Nile an easy
transportation link
• Indus flooding
unpredictable
• Natural barriers:
mountains, deserts
• Monsoon winds
• Huang He flooding
unpredictable
• Natural barriers:
mountains, deserts
• Geographically isolated
Power and
Authority
am
• Independent city-states
governed by monarchs
• City-states united into
first empires
• Pharaohs rule kingdom
as gods
• Pharaohs built pyramids
• Strong centralized
government
• Planned cities
• Community and
family important
• Sharp social divisions
• Mandate of Heaven
Science and
Technology
• Cuneiform
• Irrigation
• Bronze
• Wheel, sail, plow
• Hieroglyphics
• Pyramids
• Mathematics, geometry
• Medicine
• Writing (not yet
deciphered)
• Cities built on precise grid
• Plumbing and
sewage systems
• Writing
• Silk
• Coined money
• Cast iron
56 Chapter 2
> STANDARDS-BASED ASSESSMENT
Use the quotation and your knowledge of world history to
answer questions 1 and 2.
Additional Test Practice, pp. S1-S33
PRIMARY SOURCE
The Lord of Fishes, He Who Makes the marsh birds to Go
Upstream. There are no birds which come down because
of the hot winds. He who makes barley and brings emmer
[a kind of wheat] into being, that he may make the
temples festive. If he is sluggish, then nostrils are stopped
up, and everybody is poor. If there be thus a cutting down
in the food offerings of the gods, then a million men
perish among mortals, covetousness is practiced, the entire
land is in a fury, and great and small are on the execution-
block. . . . When he rises, then the land is in jubilation,
then every belly is in joy, every backbone takes on laughter,
and every tooth is exposed.
"Hymn to the Nile," from Ancient Near Eastern Texts
1. What natural phenomenon does the Lord of the Fishes
represent?
A. volcanic action
B. monsoons
C. the annual flooding of the Nile
D. a major fish kill
2. Why are the people happy when the Lord of the Fishes comes to
them?
A. The wars they fight will be over.
B. They will have food to eat.
C. Corruption will stop.
D. There will be a new pharaoh.
Use the map and your knowledge of world history to
answer question 3.
3. How is the location of Anyang different
from the other cities shown?
A. It is located in the Western
Hemisphere.
B. It is not located in a river valley.
C. Its climate is tropical.
D. Its climate is not dry.
B3 Tropical-wet
EEI Tropical-dry
□ Semidesert
□ Desert
■ Mediterranean
□ Humid subtropical
ED Continental
□ Subarctic
an Mountain
INTEGRATED TECHNOLOGY
TEST PRACTICE Go to classzone.com
• Diagnostic tests • Strategies
• Tutorials • Additional practice
ALTERNATIVE ASSESSMENT
1. Interact with History
On page 28, you looked at the justice of Hammurabi's Code.
Now that you have read about the development of four
civilizations, think about how laws differ from place to place.
How have they developed and changed over time? What
similarities do you see between Hammurabi's Code and the
laws you live under today? How are they different? Discuss your
opinions with a small group.
2. f| \ WRITING ABOUT HISTORY
[ interaction with environment I Write four poems, one for
each civilization in the chapter. Include some reference to how
each civilization interacted with the environment. Consider the
following:
• the effect of the environment on life in the area
• responses to the environment by the people
INTEGRATED TECHNOLOGY
Creating a Multimedia Presentation
Using the Internet, the library, or government resources,
research the street structure of Washington, D.C., Boston, or
the structure of your hometown streets. Identify their
similarities and differences. Then research/work with a team
to present your findings in a multimedia presentation.
• Which cities have a grid system? Which do not?
• What evidence is there of planning in the cities?
• What are the obvious similarities and differences of the two
locations?
Early River Valley Civilizations 57
CHAPTER
People and Ideas on
the Move, 2000 B.c-250 b.c.
Previewing Main Ideas
I INTERACTION WITH ENVIRONMENT! Early peoples often migrated from
their lands to find new homes that promised a better life. Once they moved,
they had to deal with a new environment.
Geography Why did so many of the ancient trade routes cross the seas?
| RELIGIOUS AND ETHICAL SYSTEMS [ Three major world religions
developed during this time. Hinduism and Buddhism originated in India,
while Judaism developed in Southwest Asia.
Geography What routes of communication existed between the Bay of
Bengal near India and Phoenicia and Jerusalem in Southwest Asia?
1 — *
| ECONOMICS | Traders transported their goods to other parts of the world.
Among the early trading peoples were the Phoenicians, who dominated the
Mediterranean. Sea traders also traveled between India and Arabia.
Geography How was the Arabian Peninsula well situated to take part in
world trade? 4|
INTEGRATED TECHNOLOGY jp*
feEdition r \
1 INTERNET RESOURCES
• Interactive Maps
Go to classzone.com for:
• Interactive Visuals
• Research Links
• Maps
• Interactive Primary Sources
• Internet Activities
• Test Practice
• Primary Sources
• Chapter Quiz
• Current Events
EASTERN
to Anatolia.
(Hittite burial stone) ►
1500 B.C.
Aryans
invade India.
1200 b.c
◄ Olmec civilization emerges
in southeast Mexico.
(Olmec giant stone head)
ttUtvk S t
Cmtei
SPAIN
Sttftffttl
' Balearic
PERSIA
EGYPT
ARABIAN
PENINSULA
Arabian
fhay of
Bengal
Winks! Tn pci Protection
INDIAN
OCEAN
1100 B.C.
Phoenicians begin
to dominate
Mediterranean trade.
814 B.c.
Carthage founded
as a Phoenician
586 B.C.
Jerusalem captured
The Ancient World, 1500 b.c. - 250 b.c.
900 B.C
Chavsn culture
arises in Peru.
500 b.c
Zapotecs found
Monte Alban.
(Zapotec jade mask) ►
I I Early Indo-European Tribes. 1500 B.C.
■ Hittite Empire. 15(H) B.C.
EHH Phoenicians. 700 B.C
■I Magatfha, 600 BC
Trade route
* Phoenician cofony
59
EXAMINING the ISSUES
• If you had stayed, would you have been able to adapt to
changing conditions?
• Will you have to adopt the customs of the people living in a
new land? How will you survive there?
As a class, discuss these questions. In your discussion, weigh the
advantages and disadvantages of staying in your homeland and of
leaving. As you read about migration in this chapter, see how old
and new ways of doing things can blend together when groups of
people move.
Why might you leave your
homeland !?
When your family, along with many others, decided to leave its homeland, you
wondered whether you should go. It was hard to leave the land you love. Yet life
there was becoming increasingly difficult. As your community grew larger,
grazing for its many animals had become scarce. And lately, there had been
rumors of coming invaders.
You have been walking and riding for days. Now you wonder whether you
should have stayed. Will you find a new homeland, a better place in which to
live? Will you survive the journey? Will you be welcome in a new land?
60
The Indo-Europeans
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
INTERACTION WITH
ENVIRONMENT Indo-Europeans
migrated into Europe, India, and
Southwest Asia and interacted
with peoples living there.
Half the people living today
speak languages that stem from
the original Indo-European
languages.
Indo-Europeans
steppes
migration
Hittites
Anatolia
Aryans
Vedas
Brahmin
caste
Mahabharata
SETTING THE STAGE In India and in Mesopotamia, civilizations first devel-
oped along lush river valleys. Even as large cities such as Mohenjo-Daro and
Harappa declined, agriculture and small urban communities flourished. These
wealthy river valleys attracted nomadic tribes. These peoples may have left their
own homelands because of warfare or changes in the environment.
Indo-Europeans Migrate
The Indo-Europeans were a group of nomadic peoples who may have come from
the steppes — dry grasslands that stretched north of the Caucasus
(KAW*kuh*suhs). The Caucasus are the mountains between the Black and Caspian
seas. These primarily pastoral people herded cattle, sheep, and goats. The Indo-
Europeans also tamed horses and rode into battle in light, two-wheeled chariots.
They lived in tribes that spoke forms of a language that we call Indo-European.
The Indo-European Language Family The languages of the Indo-Europeans
were the ancestors of many of the modern languages of Europe, Southwest Asia,
and South Asia. English, Spanish, Persian, and Hindi all trace their origins back
to different forms of the original Indo-European language.
Historians can tell where Indo-European tribes settled by their languages.
Some Slavic speakers moved north and west. Others, who spoke early Celtic,
Germanic, and Italic languages, moved west through Europe. Speakers of Greek
and Persian went south. The Aryans (AIR*ee*uhnz), who spoke an early form of
Sanskrit, located in India.
Notice the similarities of words within the Indo-European family of languages.
TAKING NOTES
Categorizing Use a web
diagram to record some
of the languages that stem
from Indo-European.
( Indo-European
cOO
Language Family Resemblances
English
Sanskrit
Persian
Spanish
German
mother
father
daughter
new
six
matar
pitar
duhitar
navas
sat
muhdahr
puhdahr
dukhtahr
now
shahsh
madre
padre
hija
nuevo
seis
Mutter
Vater
Tochter
neu
sechs
People and Ideas on the Move 61
ATLANTIC
OCEAN
ANATOLIA
Hittites
Greeks
Indo-European Migrations,
Starting about 1700 b.c.
■
Germans
Possible Indo-European migrations
Later migrations
Possible
Indo-Europeans
Slavs
Celts EUROPE
_ Illyrians
Italics
ft
Thracians Indo-Europeans
■
slacks,
i sx y 5s
Diverse Views
The origins and migrations of
the Indo-European peoples
are controversial topics
among scholars. This map
presents one view about
where the Indo-Europeans
came from and how they
migrated. However, it is not
the only view. In fact, there
are many differing views.
Aryans
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Location Which Indo-European people reached the farthest west?
2. Movement Describe the movement of the Indo-Europeans in their earliest migrations.
An Unexplained Migration No one knows why these people left their homelands
in the steppes. Whatever the reason, Indo-European nomads began to migrate out-
ward in all directions between 1700 and 1200 b.c. These mi grations , movements of
a people from one region to another, happened in waves over a long period of time.
The Hittite Empire
By about 2000 b.c., one group of Indo-European speakers, the Hittites . occupied
Anatolia (AN*uh*TOEBlee*uh), also called Asia Minor. Anatolia is a huge peninsula
in modern-day Turkey that juts out into the Black and Mediterranean seas. Anatolia
is a high, rocky plateau, rich in timber and agriculture. Nearby mountains hold
important mineral deposits. Separate Hittite city-states came together to form an
empire there in about 1650 b.c. The city of Hattusas (hah*TOO*sahs) was its capital.
The Hittite empire went on to dominate Southwest Asia for 450 years. Hittites
occupied Babylon, the chief city in the Tigris-Euphrates Valley, and struggled with
Egypt for control of northern Syria. Neither the Hittites nor the Egyptians were
able to get the upper hand. So, the two peoples ended their conflicts by signing a
peace treaty. They each pledged to help the other fight off future invaders.
Hittites Adopt and Adapt The Hittites used their own Indo-European language
with one another. However, for international use, they adopted Akkadian, the
language of the Babylonians they had conquered. The Hittites borrowed ideas
about literature, art, politics, and law from the Mesopotamians. The Hittites thus
blended their own traditions with those of other, more advanced peoples.
62 Chapter 3
MAIN IDEA
Recognizing
Effects
A> How did envi-
ronmental features
in Anatolia help the
Hittites advance
technologically?
Chariots and Iron Technology The Hittites
excelled in the technology of war. They con-
quered an empire against Egyptian opposi-
tion — largely through their superior chariots
and their iron weapons. The Hittite war char-
iot was light and easy to maneuver. The char-
iot had two wheels and a wooden frame
covered with leather and was pulled by two
or sometimes four horses. The Hittite chariot
proved itself a superb fighting machine.
The Hittites used iron in their chariots,
and they owed many of their military victo-
ries to the skill of their ironworkers.
Ancient peoples had long known that iron
was stronger than bronze. They also knew
that it could hold a sharper edge. However,
the process of purifying iron ore and work-
ing it into weapons and tools is complex.
Around 1500 B.C., the Hittites were the first in Southwest Asia to work with iron
and harden it into weapons of war. The raw materials they needed — iron ore and
wood to make charcoal — were easily available to them in the mountains of
Anatolia. Knowledge of iron technology traveled widely with the Hittites — in
both their trade and conquests, hj
Despite its military might, the powerful Hittite empire fell quite suddenly
around the year 1190 b.c. As part of a great wave of invasions, tribes attacked from
the north and burned the Hittite capital city.
Aryans Transform India
Before 2000 b.c., the Hittites began establishing themselves in Anatolia. At the
same time, some scholars believe, another Indo-European people, the Aryans ,
whose homeland was probably somewhere between the Caspian and Aral seas,
crossed over the northwest mountain passes into the Indus River Valley of India.
Other scholars believe the Aryans originated in India. There is no archaeological
evidence to prove either hypothesis.
Though they left almost no archaeological record, their sacred literature, the
Vedas (VAY*duhz), left a picture of Aryan life. The Vedas are four collections of
prayers, magical spells, and instructions for performing rituals. The most important
of the collections is the Rig Veda. The Rig Veda contains 1,028 hymns to Aryan
gods. For many years, no written form of the Vedas existed. Instead, elders of one
generation passed on this tradition orally to the next generation.
A Caste System Develops The Aryans fought their enemies, a people they called
dasas. The Aryans differed from the dasas in many ways. Aryans were taller,
lighter in skin color, and spoke a different language. Unlike the earlier inhabitants
of the Indus Valley, the Aryans had not developed a writing system. They were also
a pastoral people and counted their wealth in cows. The dasas, on the other hand,
were town dwellers who lived in communities protected by walls.
Aryans were organized into four groups based on occupation: 1) Brahmins
(priests), 2) warriors, 3) traders and landowners, and 4) peasants or traders. The
group that an Aryan belonged to determined his or her role in society.
As the Aryans settled in India, they developed closer contacts with non- Aryans.
To regulate those contacts, the Aryans made class restrictions more rigid. Shudras
a This Hittite
relief sculpture
shows an archer
in a chariot with
his charioteer.
People and Ideas on the Move 63
The Aryan Caste System
MOUTH
Brahmins
(priests)
The four major castes
emerged from Purusha (the
first human being) shown at
the right. Purusha is identified
with the creator god Brahma.
The Brahmins (priests) were
his mouth, the warriors were
his arms, the landowners and
traders were is legs, and the
laborers and peasants were
his feet.
ARMS
Kshatriyas
(rulers and warriors)
LEGS
Vaishyas
(peasants and traders)
SKILLBUILDER:
Interpreting Visual Sources
Making Inferences Why might the
caste of Brahmins (priests) have been
associated with the mouth ?
FEET
Shudras
(laborers)
were laborers who did work that Aryans did not want to do. Varna , or skin color,
was a distinguishing feature of this system. So the four major groups came to be
known as the varnas. Later, in the 15th century a.d., explorers from Portugal
encountered this social system and called these groups castes (kasts).
As time went on, the four basic castes gradually grew more complex — with hun-
dreds of subdivisions. Classical texts state that caste should not be determined by
birth. However, over time, some communities developed a system in which people
were born into their caste. Their caste membership determined the work they did,
whom they could marry, and the people with whom they could eat. Cleanliness and
purity became all-important. Those considered the most impure because of their
work (butchers, gravediggers, collectors of trash) lived outside the caste structure.
They were known as “untouchables,” since even their touch endangered the ritual
purity of others. §/
Aryan Kingdoms Arise Over the next few centuries, Aryans extended their set-
tlements east, along the Ganges and Yamuna river valleys. (See map on page 65.)
Progress was slow because of difficulties clearing the jungle for farming. This task
grew easier when iron came into use in India about 1000 B.c.
When the Aryans first arrived in India, chiefs were elected by the entire tribe.
Around 1000 b.c., however, minor kings who wanted to set up territorial kingdoms
arose among the Aryans. They struggled with one another for land and power. Out
of this strife emerged a major kingdom: Magadha. Under a series of ambitious
kings, Magadha began expanding in the sixth century b.c. by taking over sur-
rounding kingdoms. By the second century b.c., Magadha had expanded south to
occupy almost all of the Indian subcontinent.
One of the great epics of India, the Mahabharata (MAH*huh«BAH*ruh*tuh),
reflects the struggles that took place in India as the Aryan kings worked to con-
trol Indian lands. One part of the Mahabharata is the Bhagavad Gita. It tells the
story of a warrior prince about to go to war. His chariot driver is Krishna, a god
in human form.
MAIN IDEA
Making
Inferences
5 / How were the
more physical
forms of work
viewed by Aryans?
64 Chapter 3
◄ This painting of
Krishna battling with
a demon in the
form of a snake was
created in 1785.
One of the most famous incidents in Indian literature occurs when Krishna
instructs the young warrior on the proper way to live, fight, and die:
PRIMARY SOURCE
He who thinks this Self [eternal spirit] to be a slayer, and he who thinks this Self to be
slain, are both without discernment; the Soul slays not, neither is it slain. . . . But if you
will not wage this lawful battle, then will you fail your own [caste] law and your honor,
and incur sin. . . . The people will name you with dishonor; and to a man of fame
dishonor is worse than death.
KRISHNA, speaking in the Bhagavad Gita
The violence and confusion of the time led many to speculate about the place of
the gods and human beings in the world. As a result, religion in India gradually
changed. New religions were born, which you will read about in Section 2.
M
SECTION -X i ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Indo-Europeans • steppes • migration • Hittites • Anatolia • Aryans • Vedas • Brahmin • caste • Mahabharata
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Why did so many languages
originate from Indo-European
roots?
3. What were some of the
technological achievements of
the Hittites?
)ndo~Burope,a.n
4. What were some of the
borrowings of the Hittites?
5. Where do some historians
think the Aryans lived before
they arrived in India?
6. FORMING OPINIONS What important contributions did
the Aryans make to the culture and way of life in India in
terms of religion, literature, and roles in society?
7. DRAWING CONCLUSIONS Look at the Hittite chariot on
page 63. What made it an excellent fighting machine?
8. COMPARING AND CONTRASTING What were some of the
differences between the Aryans and the dasas in India?
9. WRITING ACTIVITY | INTERACTION WITH ENVIRONMENT!
Write an expository essay in which you discuss
environmental reasons why the Indo-Europeans might
have migrated.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY
Use the Internet to create a chart that shows how a word in English is
expressed in other Indo-European languages. Choose languages other
than the ones listed on page 61 in this section.
INTERNET KEYWORD
words in Indo-European
languages
People and Ideas on the Move 65
Hinduism and Buddhism Develop
MAIN IDEA 1 WHY IT MATTERS NOW | TERMS & NAMES
RELIGIOUS AND ETHICAL
SYSTEMS The beliefs of the
Vedic Age developed into
Hinduism and Buddhism.
Almost one-fifth of the world's
people today practice one of
these two religions.
• reincarnation • Siddhartha
• karma Gautama
• Jainism • enlightenment
• nirvana
SETTING THE STAGE At first, the Aryans and non-Aryans followed their own
forms of religion. Then as the two groups intermingled, the gods and forms of
their religions also tended to blend together. This blending resulted in the wor-
ship of thousands of gods. Different ways of living and different beliefs made life
more complex for both groups. This complexity led some people to question the
world and their place in it. They even questioned the enormous wealth and power
held by the Brahmin priests. Out of this turmoil, new religious ideas arose that
have continued to influence millions of people today.
TAKING NOTES
Comparing and
Contrasting Use a Venn
diagram to compare the
beliefs and practices of
Buddhism and Hinduism.
Hinduism Evolves Over Centuries
Hinduism is a collection of religious beliefs that developed slowly over a long
period of time. Some aspects of the religion can be traced back to ancient times.
In a Hindu marriage today, for example, the bride and groom marry in the pres-
ence of the sacred fire as they did centuries ago. The faithful recite daily verses
from the Vedas.
From time to time, scholars have tried to organize the many popular cults,
gods, and traditions into one grand system of belief. However, Hinduism —
unlike religions such as Buddhism, Christianity, or Islam — cannot be traced back
to one founder with a single set of ideas.
Origins and Beliefs Hindus share a common worldview. They see religion as a
way of liberating the soul from the illusions, disappointments, and mistakes of
everyday existence. Sometime between 750 and 550 B.C., Hindu teachers tried to
interpret and explain the hidden meaning of the Vedic hymns. The teachers’ com-
ments were later written down and became known as the Upanishads
(oo*PAHN*ih*shahdz).
The Upanishads are written as dialogues, or discussions, between a student
and a teacher. In the course of the dialogues, the two explore how a person can
achieve liberation from desires and suffering. This is described as moksha
(MOHK*shah), a state of perfect understanding of all things. The teacher distin-
guishes between atman, the individual soul of a living being, and Brahman, the
world soul that contains and unites all atmans. Here is how one teacher explains
the unifying spirit of Brahman:
66 Chapter 3
PRIMARY SOURCE
Thou art woman, Thou art man, Thou art the lad and the maiden too. Thou art the old
man tottering on his staff: Once born thou comest to be, thy face turned every way! A
dark-blue moth art Thou, green [parrot] with red eyes. Pregnant with lightning— seasons,
seas: Thyself beginningless, all things dost Thou pervade. From Thee all worlds were
born.
Svetasvatara Upanishad. IV. 3-4
MAlfMDEA
Making
Inferences
A/ How might the
lack of a single
founder result in
Hinduism changing
more over time
than other
religions?
When a person understands the relationship between atman and Brahman, that
person achieves perfect understanding ( moksha ) and a release from life in this
world. This understanding does not usually come in one lifetime. By the process of
reincarnation (rebirth), an individual soul or spirit is born again and again until
moksha is achieved. A soul’s karma — good or bad deeds — follows from one rein-
carnation to another. Karma influences specific life circumstances, such as the
caste one is born into, one’s state of health, wealth or poverty, and so on.
Hinduism Changes and Develops Hinduism has gone through many changes
over the last 2,500 years. The world soul, Brahman, was sometimes seen as having
the personalities of three gods: Brahma, the creator; Vishnu, the protector; and
Shiva, the destroyer. Vishnu also took on many forms or personalities, for exam-
ple, as Krishna, the divine cowherder, and as Rama, the perfect king. Over the cen-
turies, Brahma gradually faded into the background, while the many forms of Devi,
a great Mother Goddess, grew in importance.
Hindus today are free to choose the deity they worship or to choose none at all.
Most, however, follow a family tradition that may go back centuries. They are also
free to choose among three different paths for achieving moksha. These are the
path of right thinking, the path of right action, or the path of religious devotion, h)
Hinduism and Society Hindu ideas about karma and reincarnation strengthened
the caste system. If a person was born as an upper-caste male — a Brahmin, warrior,
or merchant — his good fortune was said to come from good karma earned in a for-
mer life. However, a person who was born as a female, a laborer, or an untouchable
might be getting the results of bad deeds in a former life. With some exceptions,
only men of the top three varnas could hope to achieve moksha in their present life.
The laws of karma worked with the same certainty as the world’s other natural laws.
Good karma brought good fortune and bad
karma resulted in bad fortune.
Together, the beliefs of Hinduism and
its caste structure dominated every aspect
of a person’s life. These beliefs determined
what one could eat and the way in which
one ate it, personal cleanliness, the people
one could associate with, how one dressed,
and so on. Today, even in the most ordi-
nary activities of daily life, Hindus turn to
their religion for guidance.
New Religions Arise The same period of
speculation reflected in the Upanishads
also led to the rise of two other religions:
Jainism (JY*nihz*uhm) and Buddhism.
Mahavira, the founder of Jainism , was
born about 599 B.c. and died in 527 B.c.
Mahavira believed that everything in the
universe has a soul and so should not be
▼ Vishnu grew to
become a major
Hindu god. He is
seen here as the
whole Universe in
all its variety. He
is blue, the color
of infinity.
People and Ideas on the Move 67
harmed. Jain monks carry the doctrine of nonviolence to its logical conclusion.
They sweep ants off their path and wear gauze masks over their mouths to avoid
breathing in an insect accidentally. In keeping with this nonviolence, followers of
Jainism looked for occupations that would not harm any creature. So they have a
tradition of working in trade and commerce. §,
Because of their business activities, Jains today make up one of the wealthiest
communities in India. Jains have traditionally preached tolerance of all religions.
As a result, they have made few efforts to convert followers of other faiths.
Because of this tolerance, Jains have not sent out missionaries. So, almost all of the
nearly five million Jains in the world today live in India.
The Buddha Seeks Enlightenment
Buddhism developed out of the same period of religious questioning that shaped
modern Hinduism and Jainism. The founder of Buddhism, Siddhartha Gautama
(sihd*DAHR*tuh GOW*tuh*muh), was born into a noble family that lived in
Kapilavastu, in the foothills of the Himalayas in Nepal. According to Buddhist leg-
end, the baby exhibited the marks of a great man. A prophecy indicated that if the
child stayed at home he was destined to become a world ruler. If the child left
home, however, he would become a universal spiritual
leader. To make sure the boy would be a great king and
world ruler, his father isolated him in his palace. Separated
from the world, Siddhartha married and had a son.
Siddhartha's Quest Siddhartha never ceased thinking
about the world that lay outside, which he had never seen.
When he was 29, he ventured outside the palace four
times. First he saw an old man, next a sick man, then a
corpse, and finally a wandering holy man who seemed at
peace with himself. Siddhartha understood these events to
mean that every living thing experiences old age, sick-
ness, and death and that only a religious life offers a
refuge from this inevitable suffering. Siddhartha decided
to spend his life searching for religious truth and an end
to life’s suffering. So, soon after learning of his son’s
birth, he left the palace.
Siddhartha wandered through the forests of India for six
years seeking enlightenment or wisdom. He tried many
ways of reaching an enlightened state. He first debated with
other religious seekers. Then he fasted, eating only six
grains of rice a day. Yet none of these methods brought him
to the truth, and he continued to suffer. Finally, he sat in
meditation under a large fig tree. After 49 days of medita-
tion, he achieved an understanding of the cause of suffering
in this world. From then on, he was known as the Buddha,
meaning “the enlightened one.”
Origins and Beliefs The Buddha preached his first sermon
to five companions who had accompanied him on his wan-
derings. That first sermon became a landmark in the history
of the world’s religions. In it, he laid out the four main ideas
that he had come to understand in his enlightenment. He
called those ideas the Four Noble Truths:
Siddhartha Gautama
c. 563-483 B.c.
According to Buddhist tradition,
Siddhartha Gautama's mother had
dreamt of a beautiful elephant that
was bright as silver. When asked to
interpret the dream, Brahmin priests
declared that the child to be born
would either be a great monarch or a
Buddha (an enlightened one).
Tradition also relates that at
Gautama's birth, he exhibited the
signs of a child destined for
greatness. There were 32 such signs,
including golden-tinged skin, webbed
fingers and toes, a knob on the top
of his skull, a long tongue, a tuft of
hair between his eyebrows, and a
thousand-spoked wheel on each
foot. Some images of the Buddha
display these traits.
* t
MAIN IDEA
Synthesizing
B, How far might
the Jain respect for
life extend?
Vocabulary
fasted: ate very
little.
68 Chapter 3
The Four Noble Truths
First Noble Truth
Life is filled with suffering and sorrow.
Second Noble Truth
The cause of all suffering is people's selfish desire for
the temporary pleasures of this world.
Third Noble Truth
The way to end all suffering is to end all desires.
Fourth Noble Truth
The way to overcome such desires and attain
enlightenment is to follow the Eightfold Path, which is
called the Middle Way between desires and self-denial.
The Eightfold Path, a guide to behavior, was like a staircase. For the Buddha,
those who were seeking enlightenment had to master one step at a time. Most
often, this mastery would occur over many lifetimes. Here is how he described the
Middle Way and its Eightfold Path:
PRIMARY SOURCE
What is the Middle Way? ... It is the Noble Eightfold Path— Right Views, Right Resolve,
Right Speech, Right Conduct, Right Livelihood, Right Effort, Right Mindfulness, and Right
Concentration. This is the Middle Way.
BUDDHA, from Samyutta Nikaya
MAIN IDEA
Comparing
Cy In what ways
are Buddhism and
Hinduism similar?
By following the Eightfold Path, anyone could reach nirvana, the Buddha’s word
for release from selfishness and pain.
As in Hinduism, the Buddha accepted the idea of reincarnation. He also
accepted a cyclical, or repetitive, view of history, where the world is created and
destroyed over and over again. However, the Buddha rejected the many gods of
Hinduism. Instead, he taught a way of enlightenment. Like many of his time, the
Buddha reacted against the privileges of the Brahmin priests, and thus he rejected
the caste system. The final goals of both religions — moksha for Hindus and nir-
vana for Buddhists — are similar. Both involve a perfect state of understanding and
a break from the chain of reincarnations. C j
▼ Buddhist tradition
says that just before
he died, the Buddha
lay on his right side
between two trees.
This reclining Buddha
is made of bronze.
a Buddhist monks
view a temple at
Angkor Wat in
Cambodia.
The Religious Community The five disciples who heard the Buddha’s first ser-
mon were the first monks admitted to the sangha, or Buddhist religious order. At
first, the sangha was a community of Buddhist monks and nuns. However, sangha
eventually referred to the entire religious community. It included Buddhist laity
(those who hadn’t devoted their entire life to religion). The religious community,
together with the Buddha and the dharma (Buddhist doctrine or teachings), make
up the “Three Jewels” of Buddhism.
Buddhism and Society Because of his rejection of the caste system, many of the
Buddha’s early followers included laborers and craftspeople. He also gained a large
following in northeast India, where the Aryans had less influence. The Buddha
reluctantly admitted women to religious orders. He feared, however, that women’s
presence would distract men from their religious duties.
Monks and nuns took vows (solemn promises) to live a life of poverty, to be
nonviolent, and not to marry. They wandered throughout India spreading the
Buddha’s teachings. Missionaries carried only a begging bowl to receive daily
charity offerings from people. During the rainy season, they retreated to caves high
up in the hillsides. Gradually, these seasonal retreats became permanent monaster-
ies — some for men, others for women. One monastery, Nalanda, developed into a
great university that also attracted non-Buddhists.
The teachings of the Buddha were written down shortly after his death. Buddhist
sacred literature also includes commentaries, rules about monastic life, manuals on
how to meditate, and legends about the Buddha’s previous reincarnations (the
Jatakas). This sacred literature was first written down in the first century B.c.
Buddhism in India During the centuries following the Buddha’s death, mission-
aries were able to spread his faith over large parts of Asia. Buddhist missionaries
went to Sri Lanka and Southeast Asia in the third century b.c. Buddhist ideas also
traveled along Central Asian trade routes to China. However, Buddhism never
gained a significant foothold in India, the country of its origin. Several theories
exist about Buddhism’s gradual disappearance in India. One theory states that
70 Chapter 3
Vocabulary
pilgrimages: travels
to holy places.
Hinduism simply absorbed Buddhism. The two religions
constantly influenced each other. Over time, the Buddha
came to be identified by Hindus as one of the ten incarna-
tions (reappearances on earth) of the god Vishnu. Hindus,
therefore, felt no need to convert to Buddhism.
Nonetheless, despite the small number of Buddhists in
India, the region has always been an important place of pil-
grimages for Buddhists. Today, as they have for centuries,
Buddhist pilgrims flock to visit spots associated with the
Buddha’s life. These sites include his birthplace at
Kapilavastu, the fig tree near Gaya, and the site of his first
sermon near Varanasi. Buddhists also visit the stupas , or
sacred mounds, that are said to contain his relics. The pil-
grims circle around the sacred object or sanctuary, moving in
a clockwise direction. They also lie face down on the ground
as a sign of humility and leave flowers. These three actions
are important rituals in Buddhist worship.
Trade and the Spread of Buddhism As important as mis-
sionaries were to the spread of Buddhism, traders played an
even more crucial role in this process. Along with their prod-
ucts, traders carried Buddhism beyond India to Sri Lanka.
Buddhist religion was also brought southeast along trade
routes to Burma, Thailand, and the island of Sumatra.
Likewise, Buddhism followed the Central Asian trade routes, called the Silk Roads,
all the way to China. From China, Buddhism spread to Korea — and from Korea to
Japan. The movement of trade thus succeeded in making Buddhism the most
widespread religion of East Asia. Throughout human history, trade has been a pow-
erful force for the spread of ideas. Just as trade spread Buddhism in East Asia, it
helped spread cultural influences in another major region of the world: the
Mediterranean basin, as you will learn in Section 3.
Connect ^Today
Buddhism in the West
Throughout the 20th century, large
numbers of Asians have immigrated to
the West, particularly to North
America. Many of them brought
Buddhism with them. Today, Buddhist
temples are a common feature of
many large cities in the West.
Since the 1950s, many non-Asians
who were dissatisfied with the
religions of the West have turned to
Buddhism for insight into life's
meaning. Today, Buddhism can claim
about one million Asian and non-
Asian believers in North America.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY Create a bar graph
to show the number of Buddhists in
some American cities. Go to
classzone.com for your research.
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• reincarnation • karma • Jainism • Siddhartha Gautama • enlightenment • nirvana
USING YOUR NOTES
MAIN IDEAS
2. What are the terms for
3. What are the Four Noble Truths
enlightenment in each religion?
of Buddhism?
4. How has Hinduism influenced
social structure in India?
buddhism on/ if
5. How did Buddhism spread?
both
Hinduism only
CRITICAL THINKING & WRITING
6. MAKING INFERENCES How might the belief in reincar-
nation provide a form of social control?
7. COMPARING How are the Vedas and the Upanishads
similar?
8. MAKING INFERENCES Look at the image of Vishnu on
page 67. Why might blue represent infinity?
9. WRITING ACTIVITY I RELIGIOUS SYSTEMS I How did the
experiences of Siddhartha Gautama influence his
religious and ethical beliefs? Write a brief biography of
his life. Include family background, accomplishments, and
a list of his beliefs.
CONNECT TO TODAY
CREATING A MAP
Where in the world is Hinduism the main religion? What about Buddhism? Copy an outline
map of the world. Then color in those regions of the world where Buddhism and Hinduism
are the dominant religions. Use a different color for each religion.
People and Ideas on the Move 7 1
Seafaring Traders
MAIN IDEA
ECONOMICS Trading societies
extended the development of
civilizations beyond the Fertile
Crescent region.
WHY IT MATTERS NOW
Traders spread knowledge of
reading and writing, including
an ancient form of the alphabet
that we use today.
TER MS & NAMES |
• Minoans • King Minos
• Aegean Sea • Phoenicians
• Knossos
SETTING THE STAGE Buddhism spread to Southeast Asia and to East Asia
mainly through Buddhist traders. In the Mediterranean, the same process took
place: traders in the region carried many new ideas from one society to another.
They carried new ways of writing, of governing, and of worshiping their gods.
TAKING NOTES
Comparing Identify
accomplishments that
were Minoan and those
that were Phoenician in
the following chart.
M inoan
Phoenician
A
A
z.
z.
Minoans Trade in the Mediterranean
A powerful seafaring people, the Minoans (mih*NOH*uhnz) dominated trade in
the eastern Mediterranean from about 2000 to 1400 b.c. They lived on Crete, a
large island on the southern edge of the Ae gean Sea (ee*JEE*uhn). The Minoans
produced some of the finest painted pottery of the time. They traded that pottery,
along with swords, figurines, and vessels of precious metals, over a large area.
Along with their goods, Minoans also exported their art and culture. These
included a unique architecture, burial customs, and religious rituals. Minoan cul-
ture had a major influence on Greece, for example. Trading turned Crete into a
“stepping stone” for cultural exchange throughout the Mediterranean world.
Unearthing a Brilliant Civilization Archaeologists in the
late 19th and early 20th centuries excavated Knossos , the
Minoan capital city. There, they found the remains of an
advanced and thriving culture. It must have been a peaceful
one as well, since Minoan cities did not seem to need forti-
fications to protect them. The archaeologists named the civ-
ilization they found in Crete Minoa after King Minos
(MY*nuhs). According to legend, Minos was a king who owned a half-human,
half-bull monster called the Minotaur (MIHN*uh*TAWR). He kept the monster
locked inside a labyrinth, a complicated maze from which no one could escape.
The excavation of Knossos and its painted walls produced much information
about Minoans. The wall paintings, as well as the official seals and vases, show
the Minoans as graceful, athletic people who loved nature and beautiful objects.
They also enjoyed sports such as boxing, wrestling, and bull leaping.
Many Minoan artworks depict women and their role in religious ceremonies.
The art suggests that women held a higher rank than in most neighboring cul-
tures. A great Mother Earth Goddess seems to have ruled over the other gods of
Crete. Also, priestesses took charge of some shrines, aided by male assistants.
Q
A ANATOLIA
\ \
* £
' i '
. __Kn ossos
CRETE **
Mediterranean Sea
72 Chapter 3
"m
mMm'z.-
wwimmHmwmMttmtimt
Bull Leapers of Knossos
The wall painting to the right captures
the death-defying jump of a Minoan bull
leaper in mid-flight. Many works of
Minoan art show young men performing
incredible acrobatic leaps over the horns
of angry bulls. In one case, the gymnast
jumps over the bull's horns, makes a
somersault off its back, and lands
behind its tail.
In another gymnastic feat, some team
members hang on to the horns of a bull,
using their bodies to cushion its horns
and to force its head low, while another
team member jumps over its back.
What was the reason for this bull
leaping? Was it a sport? Just a "fun"
activity? An initiation for young warriors?
Or a religious ritual? Most likely it was
all of these things.
imUU J JJLLU.U.Lntli
MAIN IDEA
Summarizing
A/ What adjectives
might describe
Minoan civilization?
The Minoans sacrificed bulls and other animals to their gods. In at least one
case, a young man was sacrificed. Excavation of a mountain temple revealed the
bones of a 17-year-old boy on an altar, along with the skeletons of three priests.
The positions of the skeletons suggest that the priests carried out the human sacri-
fice just before the building collapsed.
Minoan Culture's Mysterious End The Minoan civilization finally ended about
1200 b.c. The reasons for its end are unclear. Could it have been the result of some
natural disaster? Did the island become overpopulated? Or was it overrun by invaders?
The civilization had withstood previous disasters. In about 1700 B.c., a great
disaster, perhaps an earthquake, destroyed most Minoan towns and cities. The
Minoans rebuilt the cities with equal richness. Then in 1470 B.c. a series of earth-
quakes rocked Crete. The quakes were followed by a violent volcanic eruption on
the neighboring island of Thera. Imagine the shaking of the earth, the fiery vol-
canic blast, then a huge tidal wave, and finally a rain of white volcanic ash.
The disaster of 1470 b.c. was a blow from which the Minoans never fully recov-
ered. This time, the Minoans had trouble rebuilding their cities. Nonetheless,
Minoan civilization did linger on for almost 300 years. After that, invaders from
Greece may have taken advantage of their weakened condition to destroy them.
Some Minoans fled to the mountains to escape the ruin of the kingdom. Crete’s
influence as a major sea power and cultural force was over. A/
Phoenicians Spread Trade and Civilization
About 1 100 b.c., after Crete’s decline, the most powerful traders along the Mediterra-
nean were the Phoenicians (fih*NIHSH*uhnz). Phoenicia was mainly the area now
known as Lebanon. Phoenicians never united into a country. Instead, they founded a
number of wealthy city-states around the Mediterranean that sometimes competed
with one another. The first cities in Phoenicia, such as Byblos, Tyre, and Sidon, were
important trading centers.
People and Ideas on the Move 73
The Phoenicians were remarkable shipbuilders and seafarers. They were the first
Mediterranean people to venture beyond the Strait of Gibraltar. Some scholars believe
that the Phoenicians traded for tin with inhabitants of the southern coast of Britain.
Some evidence exists for an even more remarkable feat — sailing around the conti-
nent of Africa by way of the Red Sea and back through the Strait of Gibraltar. Such
a trip was not repeated again for 2,000 years. The Greek historian Herodotus
(hih*RAHD»uh*tuhs) relates the feat:
PRIMARY SOURCE
The Phoenicians set out from the Red Sea and sailed the southern sea [the Indian
Ocean]; whenever autumn came they would put in and sow the land, to whatever part
of Libya [Africa] they might come, and there await the harvest; then, having gathered in
the crop, they sailed on, so that after two years had passed, it was in the third that they
rounded the Pillars of Heracles [Strait of Gibraltar] and came to Egypt. There they said
(what some may believe, though I do not) that in sailing round Libya they had the sun
on their right hand [in reverse position].
HERODOTUS, in History, Book IV (5th century b.c.)
Commercial Outposts Around the Mediterranean
The Phoenicians’ most important city-states in the
eastern Mediterranean were Sidon and Tyre, both
known for their production of red-purple dye, and
Byblos, a trading center for papyrus. (See map on
page 59.) Phoenicians built colonies along the north-
ern coast of Africa and the coasts of Sicily, Sardinia,
and Spain. The colonies were about 30 miles apart —
about the distance a Phoenician ship could sail in a
day. The greatest Phoenician colony was at Carthage
(KAHR*thihj), in North Africa. Settlers from Tyre
founded Carthage in about 814 b.c.
The Phoenicians traded goods they got from
other lands — wine, weapons, precious metals, ivory,
and slaves. They also were known as superb crafts-
people who worked in wood, metal, glass, and ivory.
Their red-purple dye was produced from the murex,
a kind of snail that lived in the waters off Sidon and
Tyre. One snail, when left to rot, produced just a
drop or two of a liquid of a deep red-purple color.
Some 60,000 snails were needed to produce one
pound of dye, which only royalty could afford.
Phoenicia's Great Legacy: The Alphabet As mer-
chants, the Phoenicians needed a way of recording
transactions clearly and quickly. So the Phoenicians
developed a writing system that used symbols to
represent sounds. The Phoenician system was pho-
netic — that is, one sign was used for one sound. In
fact, the word alphabet comes directly from the first
two letters of the Phoenician alphabet: aleph and
beth. As they traveled around the Mediterranean,
the Phoenicians introduced this writing system to
their trading partners. The Greeks, for example,
adopted the Phoenician alphabet and changed the
form of some of the letters.
Alphabets— Ancient and Modern
| Phoenician ]
Greek
English
*
A
A
B
B
A
r
C
A
A
D
E
E
Y
F
G
Z
H
H
®
0
I
1
J
■y
K
K
i
A
L
M
M
H
N
N
o
O
0
p
n
P
f
Q
4
p
R
s
S
X
T
T
Y
U
4>
V
W
X
X
*
-v
Y
I
Cl
Z
SKILLBUILDER: Interpreting Charts
1 . Comparing Which letters show the most
similarity across the three alphabets?
2. Making Inferences Why might one language
have fewer letters in its alphabet than another?
74 Chapter 3
History Depth
\ Persian
1 Gull
EGYPT
1,000 Miles
Bay of
Bengal
"Arabian
Sea
INDIAN OCEAN
This wicker fence
runs around the
outer edge of the
upper deck.
These pottery jars
with pointed
bottoms are called
amphorae. They
held oil or wine.
Phoenician Trade
Phoenicia was located in a
great spot for trade because
it lay along well-traveled
routes between Egypt and
Asia. However, the
Phoenicians did more than
just trade with merchants
who happened to pass
through their region. The
Phoenicians became expert
sailors and went looking for
opportunities to make money.
Foreigners
wanted cedar,
an aromatic
wood that
grew in
Phoenicia.
Phoenician ships often
were decorated with
horse heads.
Merchant Ships
Phoenician sailors developed
the round boat, a ship that
was very wide and had a
rounded bottom. This shape
created a large space for
cargo.
SKILLBUILDER: Interpreting Visuals
1 . Drawing Conclusions Why would traders
find it helpful to tow the cedar logs instead
of storing them inside the ship?
2. Making Inferences What purpose does the
wicker fence serve?
The Patterns of Ancient Trade, 2000-250 b.c.
J
V
Ancient trade route
Phoenician trade route
tu. yc
Mr
xciXs* j yi/ c^ J <V '-y ^ 4
^hi*y*x%%y' a Jk% xfiy
M
A/l
Few examples of Phoenician writing exist. Most writings were
on papyrus, which crumbled over time. However, the Phoenician
contribution to the world was enormous. With a simplified alpha-
bet, learning was now accessible to more people.
Phoenician trade was upset when their eastern cities were cap-
tured by Assyrians in 842 b.c. However, these defeats encouraged
exiles to set up city-states like Carthage to the west. The Phoenician
homeland later came under the control of the Babylonians and of
the Persian empire of King Cyrus I. One of their most lasting con-
tributions remains the spread of the alphabet.
a Phoenician
inscription from Ancient Trade Routes
a sarcophagus
Trading in ancient times also connected the Mediterranean Sea with other centers
of world commerce, such as South and East Asia. Several land routes crossed
Central Asia and connected to India through Afghanistan. Two sea routes began by
crossing the Arabian Sea to ports on the Persian Gulf and the Red Sea. From there,
traders either went overland to Egypt, Syria, and Mediterranean countries, or they
continued to sail up the Red Sea. To cross the Arabian Sea, sailors learned to make
use of the monsoon winds. These winds blow from the southwest during the hot
months and from the northeast during the cool season.
To widen the variety of their exports, Indian traders used other monsoon winds
to travel to Southeast Asia and Indonesia. Once there, they obtained spices and
other products not native to India.
Though traveling was difficult in ancient times, trading networks like those of
the Phoenicians ensured the exchange of products and information. Along with
their goods, traders carried ideas, religious beliefs, art, and ways of living. They
helped with the process of cultural diffusion as well as with moving merchandise.
Phoenician traders made crucial contributions to world civilization. At the same
time, another eastern Mediterranean people, the Jews, were creating a religious
tradition that has lasted more than 3,000 years. This is discussed in Section 4.
Vocabulary
monsoon: a wind
that affects climate
by changing direc-
tion in certain
seasons.
SECTION
ASSESSMENT
TERMS & NAMES 1. For each term or name, write a sentence explaining its significance.
• Minoans • Aegean Sea • Knossos • King Minos • Phoenicians
USING YOUR NOTES
2. Which of these achievements
do you think was the most
important? Why?
Minoan
Phoenician
1.
1.
Z.
Z.
3
3
MAIN IDEAS
3. What did the excavations at
Knossos reveal about Minoan
culture?
4. Where did the Phoenicians
settle and trade?
5. Why did the Phoenicians
develop a writing system?
CRITICAL THINKING & WRITING
6. MAKING INFERENCES What might have caused the
collapse of Minoan culture?
7. COMPARING What were some similarities between the
Minoans and Phoenicians in terms of trade?
8. ANALYZING PRIMARY SOURCES Go back to Herodotus'
account of a voyage around Africa on page 74. What
words show his doubt? Why was he doubtful?
9. WRITING ACTIVITY ECONOMICS | The Phoenicians founded
many city-states. These city-states often competed. Do
you think it would have made more sense to cooperate?
Write a brief essay explaining your opinion.
CONNECT TO TODAY
MAKING A DATABASE
How might a commonly or widely accepted language make business and trade easier to
transact? Make a database of bulleted points showing the ways a widely known language
(such as English) would make it easier to conduct business around the world.
76 Chapter 3
The Origins of Judaism
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
RELIGIOUS AND ETHICAL
From this tradition, Judaism, the
• Palestine
• covenant
SYSTEMS The Hebrews
religion of the Jews, evolved.
• Canaan
• Moses
maintained monotheistic
Judaism is one of the world's
• Torah
• Israel
religious beliefs that were
major religions.
• Abraham
• Judah
unique in the ancient world.
• monotheism
• tribute
SETTING THE STAGE The Phoenicians lived in a region at the eastern end of
the Mediterranean Sea that was later called Palestine . The Phoenicians were not
the only ancient people to live in Palestine. The Romans had given the area that
name after the Philistines, another people who lived in the region. Canaan
(KAY*nuhn) was the ancient home of the Hebrews, later called the Jews, in this
area. Their history, legends, and moral laws are a major influence on Western
culture, and they began a tradition also shared by Christianity and Islam.
The Search for a Promised Land
Ancient Palestine’s location made it a cultural crossroads of the ancient world. By
land, it connected Asia and Africa and two great empires, both eager to expand.
To the east lay Assyria and Babylonia and to the west Egypt. Palestine’s seaports
opened onto the two most important waterways of that time: the Mediterranean
and the Red seas. The Hebrews settled in Canaan, which lay between the Jordan
River and the Mediterranean Sea. According to the Bible, Canaan was the land
God had promised to the Hebrew people.
From Ur to Egypt Most of what we know about the early history of the Hebrews
is contained in the first five books of the Hebrew Bible. Jews call these books
the Torah (TAWR*uh) and consider them the most sacred writings in their tradi-
tion. Christians respect them as part of the Old Testament.
In the Torah, God chose Abraham (AY*bruh*HAM) to be the “father” of the
Hebrew people. God’s words to Abraham expressed a promise of land and a pledge:
TAKING NOTES
Following
Chronological Order
Use a time line to show
major Hebrew leaders
and one fact about each.
Z000 &.c.
Abraham-
father of
Jewish people.
PRIMARY SOURCE
Go from your country and your kindred and your father's house to the land that I will
show you. I will make of you a great nation, and I will bless you, and make your
name great.
Genesis 12:1-2
Abraham was a shepherd who lived in the city of Ur, in Mesopotamia. The
Book of Genesis tells that God commanded him to move his people to Canaan.
Around 1800 B.C., Abraham, his family, and their herds made their way to
Canaan. Then, around 1650 B.C., the descendants of Abraham moved to Egypt.
People and Ideas on the Move 77
a This statue of
Moses was
carved by
Michelangelo.
The God of Abraham The Bible tells how Abraham and his
family roamed for many years from Mesopotamia to Canaan to
Egypt and back to Canaan. All the while, their God, whose name
was Yahweh, watched over them. Gods worshiped by other peo-
ple were often local, and were associated with a specific place.
Unlike the other groups around them, who were polytheists,
the Hebrews were monotheists. They prayed to only one God.
Monotheism (MAHN •uh*thee*iHZ*uhm), a belief in a single
god, comes from the Greek words mono , meaning “one,” and the-
ism, meaning “god- worship.” The Hebrews proclaimed Yahweh
as the one and only God. In their eyes, Yahweh had power over all
peoples, everywhere. To the Hebrews, God was not a physical
being, and no physical images were to be made of him.
The Hebrews asked Yahweh for protection from their enemies,
just as other people prayed to their gods to defend them.
According to the Bible, Yahweh looked after the Hebrews not so
much because of ritual ceremonies and sacrifices but because
Abraham had promised to obey him. In return, Yahweh had
promised to protect Abraham and his descendants. This mutual
promise between God and the founder of the Hebrew people is
called a covenant (KUHV*uh*nuhnt).
Moses and the Exodus
The Bible says the Hebrews migrated to Egypt because of a drought and threat of
a famine. At first, the Hebrews were given places of honor in the Egyptian king-
dom. Later, however, they were forced into slavery.
"Let My People Go" The Hebrews fled Egypt — perhaps between 1300 and 1200
B.c. Jews call this event “the Exodus,” and they remember it every year during the
Mediterr {
Nineveh
Ashur
ASSYRIA
CANi
Jerusalem
Raamses a
Damascus
B \BYLONL
Persian
Gulf
Sinai
Peninsula
Canaan, the Crossroads, 1
INTERACTIVE
SYRIA
CYPRUS
4 /
Mediterranean sidon
Sea jy re *
Samaria i
Jerusalem 1
ISRAEL
Jordan
River
Dead
JUDAH
zion-geber
100 Miles
aoOKitometerc 1
GEOGRAPHY SKILLBUILDER:
Interpreting Maps
1 . Movement Along what waterway did Abraham
begin his wanderings away from his native city?
2. Location How did Canaan's location make it a
true crossroads of the eastern Mediterranean?
Analyzing Primary Sources
The Ten Commandments
The Ten Commandments are the ten orders or laws given
by God to Moses on Mount Sinai. These orders serve as the
basis for Jewish laws.
1. 1 am the Lord your God. . . . You shall have no
other gods besides me.
2. You shall not make for yourself a sculptured image.
3. You shall not swear falsely by the name of the Lord
your God.
4. Remember the Sabbath day and keep it holy.
5. Honor your father and your mother. . . .
6. You shall not murder.
7. You shall not commit adultery.
8. You shall not steal.
9. You shall not bear false witness against your
neighbor.
10. You shall not covet . . . anything that is your
neighbor's.
Exodus 20: 2-14
DOCUMENT-BASED QUESTIONS
1. Comparing Do the first four commandments concern themselves
more with the Hebrews' relationship with God or with one another ?
2. Contrasting What do the last six commandments have in common
that distinguishes them from the first four?
A Tradition dictates that the Torah
be written on a scroll and kept at
the synagogue in an ornamental
chest called an ark.
MAIN IDEA
Contrasting
4/ How did the
religion of the
Hebrews differ from
many of the reli-
gions of their
neighbors?
festival of Passover. The Torah says that the man who led the Hebrews out of slav-
ery was named Moses . It is told that at the time of Moses’ birth, the Egyptian
pharaoh felt threatened by the number of Hebrews in Egypt. He thus ordered all
Hebrew male babies to be killed. Moses’ mother hid her baby in the reeds along
the banks of the Nile. There, an Egyptian princess found and adopted him. Though
raised in luxury, he did not forget his Hebrew birth. When God commanded him to
lead the Jews out of Egypt, he obeyed.
A New Covenant While the Hebrews were traveling across the Sinai (SYrny)
Peninsula, Moses climbed to the top of Mount Sinai to pray. The Bible says he
spoke with God. When Moses came down from Mount Sinai, he brought down two
stone tablets on which Yahweh had written the Ten Commandments.
These commandments and the other teachings that Moses delivered to his people
became the basis for the civil and religious laws of Judaism. The Hebrews believed
that these laws formed a new covenant between God and the Hebrew people. God
promised to protect the Hebrews. They promised to keep God’s commandments, kj
The Land and People of the Bible The Torah reports that the Hebrews wandered
for 40 years in the Sinai Desert. Later books of the Bible tell about the history of
the Hebrews after their wanderings. After the death of Moses, they returned to
Canaan, where Abraham had lived. The Hebrews made a change from a nomadic,
tribal society to settled herders, farmers, and city dwellers. They learned new tech-
nologies from neighboring peoples in Canaan.
People and Ideas on the Move 79
When the Hebrews arrived in Canaan, they were loosely organized into twelve
tribes. These tribes lived in separate territories and were self-governing. In times of
emergency, the Bible reports that God would raise up judges. They would unite the
tribes and provide judicial and military leadership during a crisis. In the course of
time, God chose a series of judges, one of the most prominent of whom was a
woman, Deborah.
Hebrew Law Deborah’s leadership was unusual for a Hebrew woman. The roles
of men and women were quite separate in Hebrew society. Women could not offi-
ciate at religious ceremonies. In general, a Hebrew woman’s most important duty
was to raise her children and provide moral leadership for them.
The Ten Commandments were part of a code of laws delivered to Moses. The code
included other rules regulating social and religious behavior. In some ways, this code
resembled Hammurabi’s Code with its attitude of “an eye for an eye and a tooth for
a tooth.” However, its strict justice was softened by expressions of God’s mercy. The
code was later interpreted by religious teachers called prophets. These interpretations
tended to emphasize greater equality before the law than did other codes of the time.
The prophets constantly urged the Hebrews to stay true to their covenant with God.
The prophets taught that the Hebrews had a duty to worship God and live justly
with one another. The goal was a moral life lived in accordance with God’s laws.
In the words of the prophet Micah, “He has told you, O mortal what is good; and
what does the Lord require of you but to do justice, and to love kindness, and to
walk humbly with your God?” This emphasis on right conduct and the worship of
one God is called ethical monotheism — a Hebrew idea that has influenced human
behavior for thousands of years through Judaism, Christianity, and Islam. Bj
Summarizing
What does
Hebrew law require
of believers?
Analyzing Key Concepts
Judaism
Judaism is the religion
of the Jewish people.
In Judaism, one of the
most important ways for
a person to please God is
to study the scriptures, or
sacred writings, and to live
according to what they teach.
Many Jews keep a scroll of an
important scripture passage in a
mezuzah (a holder attached to a
doorpost) like the one shown here
Hebrew Bible
The Sacred Writings of Judaism
Sacred Writings I Contents
SKILLBUILDER: Interpreting Charts
1 . Contrasting What is contained in the Hebrew
Bible that is not in the Talmud? What is in the
Talmud that is not in the Hebrew Bible?
2. Hypothesizing What kind of poetry would you
expect to find in the Hebrew Bible? Explain what
you think the subjects or themes of the poems
might be.
Talmud
Torah
• first five books of the Bible
• recounts origins of humanity and Judaism
• contains basic laws of Judaism
Prophets
• stories about and writings by Jewish
teachers
• divided into Former Prophets and Latter
Prophets
• recounts Jewish history and calls for
repentance and obedience
Writings
• a collection of various other writings
• includes poetry, history and stories, and
philosophical writings called wisdom
literature
Mishnah
• written versions of Jewish oral law
Gemara
• explanations and interpretations of the
Mishnah
80 Chapter 3
MAIN IDEA
Drawing
Conclusions
£> How might
geographical dis-
tance make the split
of Israel and Judah
more likely?
The Kingdom of Israel
Canaan — the land that the Hebrews believed had been promised them by God —
combined largely harsh features such as arid desert, rocky wilderness, grassy hills,
and the dry, hot valley of the Jordan River. Water was never plentiful; even the
numerous limestone formations soaked up any excess rainfall. After first settling in
the south-central area of ancient Palestine, the Hebrews expanded south and north.
Saul and David Establish a Kingdom The judges occasionally pulled together
the widely scattered tribes for a united military effort. Nonetheless, the Philistines,
another people in the area, threatened the Hebrews’ position in ancient Palestine.
The Hebrews got along somewhat better with their Canaanite neighbors.
Eventually, the only large tribe left of the 12 tribes was the tribe of Judah. As a
result, Hebrews came to be called Jews , and their religion, Judaism.
From about 1020 to 922 b.c., the Hebrews united under
three able kings: Saul, David, and Solomon. The new king-
dom was called Israel (IHZ*ree*uhl). For 100 years, Israel
enjoyed its greatest period of power and independence.
Saul, the first of the three kings, was chosen largely
because of his success in driving out the Philistines from the
central hills of ancient Palestine. Saul is portrayed in the
Bible as a tragic man, who was given to bouts of jealousy.
After his death, he was succeeded by his son-in-law, David.
King David, an extremely popular leader, united the tribes,
established Jerusalem as the capital, and founded a dynasty.
Solomon Builds the Kingdom About the year 962 b.c.,
David was succeeded by his son Solomon, whose mother
was Bathsheba. Solomon was the most powerful of the
Hebrew kings. He built a trading empire with the help of his
friend Hiram, the king of the Phoenician city of Tyre.
Solomon also beautified the capital city of Jerusalem. The
crowning achievement of his extensive building program in
Jerusalem was a great temple, which he built to glorify God.
The temple was also to be a permanent home for the Ark of
the Covenant, which contained the tablets of Moses’ law.
The temple that Solomon built was not large, but it
gleamed like a precious gem. Bronze pillars stood at the
temple’s entrance. The temple was stone on the outside,
while its inner walls were made of cedar covered in gold.
The main hall was richly decorated with brass and gold.
Solomon also built a royal palace even more costly and
more magnificent than the temple.
The Kingdom Divides Solomon’s building projects
required high taxes and badly strained the kingdom’s
finances. In addition, men were forced to spend one month
out of every three working on the temple. The expense and
forced labor caused much discontent. As a result, after
Solomon’s death, the Jews in the northern part of the king-
dom, which was located far from the south, revolted. By
922 B.c., the kingdom had divided in two. Israel was in the
north and Judah (JOOduh) was in the south. £/
History Makers
King Solomon
9627 - 922 ? b.c.
In the Bible, Solomon prays to God
for "an understanding mind," which
God grants him.
Soon after, the story goes, two
women and a baby boy were
brought before him. Each woman
claimed the baby was hers. After
hearing their testimony, Solomon
declared, "Divide the living boy in
two; then give half to the one and
half to the other."
One said: "Please, my lord, give
her the living boy; certainly do not
kill him!" However, the other woman
accepted: "It shall be neither mine
nor yours; divide it."
Solomon knew that the woman
who would give up the child to save
it was the real mother.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on King
Solomon, go to classzone.com
s
People and Ideas on the Move 81
The next 200 years were confusing for the two kingdoms of Israel and Judah.
Sometimes they fought each other; sometimes they joined together to fight com-
mon enemies. Each of the kingdoms had periods of prosperity, followed by low
periods of conflict and decline.
The Babylonian Captivity
Disaster finally struck as the two kingdoms lost their independence. In 738 B.C., both
Israel and Judah began paying tribute — peace money paid by a weaker power to a
stronger — to Assyria. By paying tribute, Israel and Judah hoped to ensure that the
mighty Assyrian empire would not attack. But this tribute was not enough and in
725 b.c. the Assyrians began a relentless siege of Samaria, the capital of Israel. By
722 b.c., the whole northern kingdom had fallen to the Assyrians’ ferocious assault.
The southern kingdom of Judah resisted for another 150 years before it too was
destroyed. The destruction of Judah was to come at the hands of the Babylonians.
After conquering Israel, the Assyrians rapidly lost power to a rising Babylonian
empire. The great Babylonian king Nebuchadnezzar (nehb*uh*kuhd*NEHZ # uhr)
ran the Egyptians out of Syria and ancient Palestine, and he twice attacked
Jerusalem. The city finally fell in 586 b.c. Solomon’s temple was destroyed in the
Babylonian victory. Many of the survivors were exiled to Babylon. During the exile
in Babylon, the Bible describes how the prophet Ezekiel urged his people to keep
their religion alive in a foreign land.
Then about 50 years after the fall of Judah, another change in fortune occurred:
in 539 B.c., the Persian king Cyrus the Great conquered Babylon. The next year,
Cyrus allowed some 40,000 exiles to return to Jerusalem to rebuild the temple.
Many, however, stayed in Babylonia.
Work on the second temple was completed in 515 b.c. The walls of Jerusalem
were rebuilt in 445 B.c. Soon, however, other empires dominated the region — first
the Persians, then the Greeks, and then the Romans. These new empires would take
control both of ancient Palestine and the destiny of the Jewish people. Dj
MAIN IDEA
Making
Inferences
8 / The temple was
rebuilt before the
walls of Jerusalem.
What does this fact
indicate about the
Jews after the
Babylonian
captivity?
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Palestine • Canaan • Torah • Abraham • monotheism • covenant • Moses • Israel • Judah • tribute
USING YOUR NOTES
2. Which of these leaders do you
think was the most important?
Why?
Z000 be.
Abra.ha.M-
father of
Jewish people
MAIN IDEAS
3. Where did Abraham and his
family originally come from?
4. What were some of the
achievements of Solomon?
5. What was the Babylonian
Captivity?
CRITICAL THINKING & WRITING
6. DEVELOPING HISTORICAL PERSPECTIVE What were the
main problems faced by the Hebrews between 2000 b.c.
and 700 b.c.?
7. ANALYZING ISSUES What were some of the factors that
made Canaan a good place for the Hebrews to settle?
8. COMPARING In what ways are the laws delivered to
Moses similar to Hammurabi's Code?
9. WRITING ACTIVITY | RELIGIOUS AND ETHICAL SYSTEMS | What
might have been the advantages of monotheism? Write
a paragraph in which you support your opinions.
CONNECT TO TODAY
CREATING A PIE GRAPH
What are some of the important monotheistic religions in the world today? Create a
pie graph in which you show the relative size of various monotheistic religions.
82 Chapter 3
Different Perspectives: Using Primary and Secondary Sources
■ INTERACTIVE
The Flood Story
The tale of a devastating flood appears among the legends of ancient peoples throughout
the world. In some versions, the story of the flood serves to explain how the world came
to be. In others, the flood is heaven’s punishment for evil deeds committed by humans.
PRIMARY SOURCE
The Torah
Only one man, Noah, found favor in
the Hebrew God Yahweh’s eyes.
And God said to Noah, "I have
determined to make an end of all flesh,
for the earth is filled with violence
because of them. . . . Make yourself an
ark of cypress wood. . . . And of every
living thing, of all flesh, you shall bring
two of every kind into the ark . . . they
shall be male and female. ". . .
The rain fell on the earth forty days
and forty nights. ... At the end of forty
days Noah opened the window of the
ark . . . and . . . sent out the dove . . .
and the dove came back . . . and there
in its beak was a freshly plucked olive
leaf; so Noah knew that the waters
had subsided from the earth. . . .
Then God said to Noah, "Go out of
the ark. . . . Bring out with you every
living thing that is with you. ... I
establish my covenant with you, that . . .
never again shall there be a flood to
destroy the earth."
By PRIMARY SOURCE
The Epic of Gilgamesh
In this Mesopotamian legend,
Utnapishtim, like Noah, escapes a
worldwide flood by building an ark. Ea,
the god of wisdom, warns Utnapishtim
of the coming catastrophe in a dream.
0 man of Shurrupak, son of Ubara-
Tutu; tear down your house and build
a boat, abandon possessions and look
for life. . . .
I loaded into [the boat] all that I had
of gold and of living things, my family,
my kin, the beast of the field both wild
and tame. . . .
For six days and six nights the winds
blew, torrent and tempest and flood
overwhelmed the world. . . . When the
seventh day dawned the storm from
the south subsided, the sea grew calm,
the flood was stilled; I looked at the
face of the world and there was
silence, all mankind was turned to clay.
... I opened a hatch and the light fell
on my face. Then I bowed low, I sat
down and I wept, the tears streamed
down my face, for on every side was
the waste of water.
Cj PRIMARY SOURCE
The Fish Incarnation
of Vishnu
The Hindu god Vishnu, in his first
earthly incarnation, took the form of
Matsya, the fish, and saved humankind.
One day, as the sage Manu was
praying at the river Ganges, a small fish
asked for his protection. Manu put the
fish in an earthen jar, but soon the fish
was too big for the jar. So Manu put it
into the river, but soon it outgrew the
river. So Manu put the fish in the
ocean. . . .
The fish told Manu there would be
a great deluge [flood]. He advised
Manu to build a large boat and take . . .
the seeds of various kinds of plants,
and one of each type of animal. When
the deluge came, the fish said, he
would take the ark . . . to safety.
Sure enough, when the deluge
occurred, the fish was there. Manu tied
the boat to the horns of the fish The
fish then pulled the boat through the
waters until it reached a mountain peak.
D; PRIMARY SOURCE
Anonymous
This art dates from the fifth
century a.d. It shows Noah
and his ark in the Hebrew
flood story. In the picture,
Noah is welcoming back
the dove he had sent out
from the ark at the end of 40
days. The dove is carrying in
its beak an olive leaf.
Document-Based
QUESTIONS
1. Based on Source A, what promise
does God make to mankind?
2 . What are some of the differences
among the gods in Sources A, B,
and C?
3. What are some of the similarities
among the flood stories in
Sources A, B, and C?
4 . In Source D, what is the dove
bringing to Noah and what might
it represent?
83
Chapter Assessment
TERMS & NAMES
For each term or name below, briefly explain its importance in
the years 3500 b.c. to 259 b.c.
1. Indo-Europeans 5. Minoans
2 . caste 6 . Phoenicians
3. reincarnation 7. monotheism
4. Siddhartha Gautama 8. Moses
MAIN IDEAS
The Indo-Europeans Section l (pages 61-65)
9. What are three reasons that historians give to explain why
Indo-Europeans migrated?
10. What are two technologies that helped the Hittites build
their empire?
11 . How were the Aryans different from the non-Aryans
( dasas ) that they encountered when migrating to India?
Hinduism and Buddhism Develop Section 2 (pages 66-71)
12. In Hinduism, how are the ideas of karma, reincarnation,
and moksha connected?
13. Why were lower castes more likely to convert to
Buddhism?
Seafaring Traders Section 3 (pages 72-76)
14. What did the Minoans export?
15. What is Phoenicia's greatest legacy to the world?
The Origins of Judaism Section 4 (pages 77-83)
16. What is ethical monotheism and why is it important?
17. What caused the division of Solomon's kingdom?
18. What are two ways in which early Judaism differed from
other religions of the time?
CRITICAL THINKING
1. USING YOUR NOTES
I RELIGIOUS AND ETHICAL SYSTEMS | In a chart, fill in information
about three world religions.
Religion
Founder
Time
Originated
Area
Originated
Hinduism
Buddhism
Judaism
2. DRAWING CONCLUSIONS
| INTERACTION WITH ENVIRONMENT | How important were the
migrations of the Indo-European peoples? How lasting were
the changes that they brought? Explain your conclusion.
3. RECOGNIZING EFFECTS
What were some of the effects of King Solomon's reign?
4. COMPARING
| ECONOMICS] How were the economic foundations of Minoan
and Phoenician civilizations similar?
5. DEVELOPING HISTORICAL PERSPECTIVE
Why was monotheism unusual in its time and place?
VISUAL SUMMARY
Three Major Religions
Number of Gods
Hinduism
Many gods, all faces of Brahman
Buddhism
Originally, no gods
Judaism
One God
Holy Books
Vedas; Upanishads, Mahabharata,
and others
Books on the teachings and life
of the Buddha
The Torah and other books of
the Hebrew Bible
Moral Law
Karma
Eightfold Path
Ten Commandments
Leaders
Brahmins
Monks
Priests, judges, kings, prophets
Final Goal
Moksha
Enlightenment, Nirvana
A moral life through obedience
to God's law
84 Chapter 3
> STAND ARDS- BASED ASSESSMENT
The following passage tells how the Hebrews asked the
prophet Samuel to appoint their king. Use the quotation
and your knowledge of world history to answer questions
1 and 2.
Additional Test Practice, pp. S1-S33
PRIMARY SOURCE
Then all the elders of Israel gathered together and came
to Samuel at Ramah, and said to him, . . appoint for us,
then, a king to govern us, like other nations." . . . Samuel
prayed to the Lord, and the Lord said to Samuel, "Listen
to the voice of the people in all that they say to you; for
they have not rejected you, but they have rejected me
from being king over them. Just as they have done to me,
from the day I brought them up out of Egypt to this day,
forsaking me and serving other gods, so also they are
doing to you."
1 SAMUEL 8:4-8
1. What seems to be the writer's reaction to the Hebrews'
demand for a king?
A. approval C. indifference
B. disapproval D. amusement
2 . Who does this passage say was Israel's real king?
A. Samuel C. Moses
B. The Lord D. Solomon
Use the statue of a Hittite god and your knowledge of
world history to answer question 3.
3. What does the fact that this statue is made of gold tell you
about how the owner viewed it?
A. trivial C. worthless
B. valuable D. disposable
INTEGRATED TECHNOLOGY
TEST PRACTICE Go to classzone.com
• Diagnostic tests • Strategies
• Tutorials • Additional practice
ALTERNATIVE ASSESSMENT
1. Interact with History
On page 60, you considered leaving your homeland before you
knew what some of the consequences of your decision might be.
Now that you've read the chapter, reconsider your decision.
Would you still make the same choice, or have you changed your
mind? Discuss the consequences of your decision on your life.
2. fV\ WRITING ABOUT HISTORY
Write an expository essay describing how ironworking helped
the Aryans to carry out their migrations to India, as well as their
conquering and settling of territory.
Consider the effect of ironworking technology on the following:
• weapons and tools
• transportation
• conquest
• settlement
INTEGRATED TECHNOLOGY
Participating in a WebQuest
Introduction You are a member of a special committee
commissioned by the Indian government to abolish the caste
system.
Task Create an electronic presentation of the issues you had
to consider and the problems you faced in abolishing the
caste system.
Process and Procedures Assume the role of one of these
committee members— religious leader, economist, historian,
sociologist— to research Indian society and to present the
issues. Use this chapter and the Internet as resources for
your research.
Evaluation and Conclusion The caste system was officially
abolished by the Indian government in 1955. How did this
project contribute to your understanding of the caste system?
What additional information would you like to know?
People and Ideas on the Move 85
CHAPTER
First Age of Empires,
1 570 B.C.-200 B.C.
Previewing Main Ideas
I EMPIRE BUILDING | Groups from Africa to China sought to conquer other
groups and spread their influence across vast regions. These societies built
the world's first great empires.
Geography On the mop , locate the Nile , Tigris , and Euphrates rivers , where
many of the early empires arose. Why do you think the empire builders
fought over these regions?
1 CULTURAL INTERACTION | For a long period, Egypt ruled Kush and the two
cultures interacted. When the Kush Empire conquered Egypt, therefore, the
Kushites adopted many Egyptian cultural values and ideas.
Geography Study the map and time line. What other cultures might have
adopted Egyptian values?
| RELIGIOUS AND ETHICAL SYSTEMS | After the warring states period,
Chinese philosophers developed different ethical systems to restore China's
social order.
Geography How might China's location have affected the spread of the
ethical systems that began there?
INTEGRATED TECHNOLOGY
feEdition
• Interactive Maps
c \ INTERNET RESOURCES
Go to classzone.com for:
• Interactive Visuals
• Interactive Primary Sources
VIDEO Patterns of Interaction :
The Rise of the Persians and
the Inca
Research Links
Internet Activities
Primary Sources
Chapter Quiz
1 Maps
1 Test Practice
1 Current Events
AFRICA,
SOUTHWEST
established, (temple at
Karnak built during era) ►
1500 B.c
< Mycenaean culture thrives on
the Greek mainland, (gold death
mask of a Mycenaean king)
1200 B.c
Minoan civilization
mysteriously ends.
86
GOB / DESERT
Sardis
Yellow W*
Sea 0
tEasr
China
Sea
Persepotis
UPPE1
EGYP-
'^lAYAS
Abu
Simfeel
Napata
ARABIAN
PENINSULA
South
China
Sea
Arabian
Sea
Bay of
Bengal
INDIAN
OCEAN
r I Kush Empire, 700 B.C.
Assyrian Empire, 650 B.C
l I Persi an Empire, 500 B C.
□ Om Dynasty, 221 B C.
H/p6re(Sip|icai Projaeiion
751 B.C.
Nubian king-
dom of Kush V
conquers Egypt. *
(Nubian pottery) ►
850 B.c.
Assyrian Empire
begins its rise
to power.
550 B.c.
Persian Empire
flourishes.
202 B.c.
The Gin Dynasty collapses.
Civil war follows.
Ancient Empires, 700 b.c.- 221 b.c
750 B.C.
509 B.c.
354 B.c.
Greek city-states
Rome becomes
Alexander
begin colonization.
a republic.
starts to build
his empire. ►
88 Chapter 4
Interact
with
History
How will the empire
help you or harm you ?
- V- ^ r’
Armed guards from
the new empire battle
bandits who were
planning to attack the
caravan, which carries
a fortune in exotic
goods.
As a merchant traveling with your camel caravan, your life
has become increasingly difficult. Bandits and thieves roam
the roads, attacking traders like you. A new military empire
is advancing through your region, putting down the outlaw
bands. However, the military empire is also imposing
harsh laws and heavy taxes on the regions
it conquers.
• Why might a merchant welcome the expansion of a strong
empire?
• How might the empire oppress the region?
In small groups, answer the questions, then report back to the class.
In your discussion, remember what you’ve learned about military
conquest and the behavior of such groups as the Sumerians,
Egyptians, and Hittites. As you read about the empires in this
chapter, consider how the winners treat the people under their
power and how the conquered people respond.
Merchants traveling in
caravans, such as this
one, cross the Fertile
Crescent and travel the
An armed cavalry
escort protects the
caravan, bringing a
new sense of order
and safety to
merchants and
trawolarc
The Egyptian and Nubian Empires
MAIN IDEA 1 WHY IT MATTERS NOW | TERMS & NAMES
CULTURAL INTERACTION Two
empires along the Nile, Egypt
and Nubia, forged commercial,
cultural, and political
connections.
Neighboring civilizations today
participate in cultural exchange
as well as conflict.
• Hyksos
• New
Kingdom
• Hatshepsut
• Thutmose III
Nubia
Ramses II
Kush
Piankhi
Meroe
SETTING THE STAGE As you learned in Chapter 2, Egyptian civilization
developed along the Nile River and united into a kingdom around 3100 B.c.
During the Middle Kingdom (about 2080-1640 b.c.), trade with Mesopotamia
and the Indus Valley enriched Egypt. Meanwhile, up the Nile River, less than 600
miles south of the Egyptian city of Thebes, a major kingdom had developed in
the region of Nubia. For centuries, the Nubian kingdom of Kush traded with
Egypt. The two kingdoms particularly influenced each other culturally.
Nomadic Invaders Rule Egypt
After the prosperity of the Middle Kingdom, Egypt descended into war and vio-
lence. This was caused by a succession of weak pharaohs and power struggles
among rival nobles. The weakened country fell to invaders who swept across the
Isthmus of Suez in chariots, a weapon of war unknown to the Egyptians. These
Asiatic invaders, called Hyksos (HIHK*sohs), ruled Egypt from about 1640 to
1570 B.c. The Hyksos invasion shook the Egyptians’ confidence in the desert
barriers that had protected their kingdom.
Hebrews Migrate to Egypt During the Hyksos rule, some historians believe
that another Asiatic group, the Hebrews, settled in Egypt. According to the Bible,
Abraham and his family first crossed the Euphrates River and came to Canaan
around 1800 b.c. Then, around 1650 b.c., the descendants of Abraham moved
again — this time to Egypt. Some historians believe that the Hyksos encouraged
the Hebrews to settle there because the two groups were racially similar. The
Egyptians resented the presence of the Hyksos in their land but were powerless
to remove them.
TAKING NOTES
Following
Chronological Order
Use a time line to
identify important
events in the history
of Egypt and Nubia.
1570 &e. ad. 550
Egyptian Aksuw
New defeats
Kingdom Meroe
established
Expulsion and Slavery Around 1600 b.c., a series of warlike rulers began to
restore Egypt’s power. Among those who helped drive out the Hyksos was Queen
Ahhotep (ah*HOH*tehp). She took over when her husband was killed in battle.
The next pharaoh, Kamose (KAH*mohs), won a great victory over the hated
Hyksos. His successors drove the Hyksos completely out of Egypt and pursued
them across the Sinai Peninsula into Palestine. According to some Biblical
scholars, the Hebrews remained in Egypt and were enslaved and forced into hard
labor. They would not leave Egypt until sometime between 1500 and 1200 b.c.,
the time of the Exodus.
First Age of Empires 89
The New Kingdom of Egypt
After overthrowing the Hyksos, the pharaohs of the New Kingdom (about
1570-1075 B.c.) sought to strengthen Egypt by building an empire. As you may
recall, an empire brings together several peoples or states under the control of one
ruler. Egypt entered its third period of glory during the New Kingdom era. During
this time, it was wealthier and more powerful than ever before.
Equipped with bronze weapons and two-wheeled chariots, the Egyptians
became conquerors. The pharaohs of the 18th Dynasty (about 1570-1365 b.c.) set
up an army including archers, charioteers, and infantry, or foot soldiers.
Hatshepsut's Prosperous Rule Among the rulers of the New Kingdom,
Hatshepsut (hat*SHEHP*sooT), who declared herself pharaoh around 1472 b.c.,
was unique. She took over because her stepson, the male heir to the throne, was a
young child at the time. Unlike other New Kingdom rulers,
Hatshepsut spent her reign encouraging trade rather than
just waging war.
The trading expedition Hatshepsut ordered to the Land of
Punt (poont), near present-day Somalia, was particularly
successful. Hatshepsut sent a fleet of five ships down the
Red Sea to Punt in search of myrrh, frankincense, and fra-
grant ointments used for religious ceremonies and in cos-
metics. In addition to these goods, Hatshepsut’s fleet
brought back gold, ivory, and unusual plants and animals.
Thutmose the Empire Builder Hatshepsut’s stepson,
Thutmose III (thoot*MOH*suh), proved to be a much more
warlike ruler. In his eagerness to ascend to the throne,
Thutmose III may even have murdered Hatshepsut. Between
the time he took power and his death around 1425 b.c.,
Thutmose III led a number of victorious invasions eastward
into Palestine and Syria. His armies also pushed farther
south into Nubia , a region of Africa that straddled the upper
Nile River. Egypt had traded with Nubia and influenced the
region since the time of the Middle Kingdom.
Egypt was now a mighty empire. It controlled lands
around the Nile and far beyond. In addition, it drew bound-
less wealth from them. Contact with other cultures brought
Egypt new ideas as well as material goods. Egypt had never
before — nor has it since — commanded such power and
wealth as during the reigns of the New Kingdom pharaohs.
The Egyptians and the Hittites The Egyptians’ conquest
of parts of Syria and Palestine around 1400 b.c. brought
them into conflict with the Hittites. The Hittites had moved
into Asia Minor around 1900 b.c. and later expanded south-
ward into Palestine.
After several smaller battles, the Egyptians and Hittites
clashed at Kadesh around 1285 b.c. The pharaoh Ramses II
(RAM*seez) and a Hittite king later made a treaty that
promised “peace and brotherhood between us forever.”
Their alliance lasted for the rest of the century, hj
An Age of Builders Like the rulers of the Old Kingdom,
who built the towering pyramids, rulers of the New Kingdom
Hatshepsut
reigned 1472-1458 b.c.
Hatshepsut was an excellent ruler of
outstanding achievement who made
Egypt more prosperous. As male
pharaohs had done, Hatshepsut
planned a tomb for herself in the
Valley of the Kings. Carved reliefs on
the walls of the temple reveal the
glories of her reign.
The inscription from Hatshepsufs
obelisk at Karnak trumpets her glory
and her feelings about herself:
I swear as Re loves me, as my
father Amon favors me, as my
nostrils are filled with satisfying
life, as I wear the white crown,
as I appear in the red crown, . . .
as I rule this land like the son
of Isis.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY Create a photo
exhibit on the trading expeditions
to Punt ordered by Hatshepsut.
Include pictures of murals of goods
collected. Go to classzone.com for
your research.
Vocabulary
A dynasty is a series
of rulers from a sin-
gle family.
WAIN IDEA
Recognizing
Effects
ft; What were
some of the politi-
cal and economic
effects of Egypt's
conquests?
90 Chapter 4
erected grand buildings. In search of security in the afterlife — and protection from
grave robbers — they hid their splendid tombs beneath desert cliffs. The site they
chose was the remote Valley of the Kings near Thebes. Besides royal tombs, the
pharaohs of this period also built great palaces and magnificent temples. Indeed, the
royal title pharaoh means “great house” and comes from this time period.
Ramses II, whose reign extended from approximately 1290 to 1224 B.C., stood
out among the great builders of the New Kingdom. At Karnak, he added to a mon-
umental temple to Amon-Re (AH*muhn*RAY), Egypt’s chief god. Ramses also
ordered a temple to be carved into the red sandstone cliffs above the Nile River at
Abu Simbel (AH*boo SIHM*buhl). He had these temples decorated with enormous
statues of himself. The ears of these statues alone measured more than three feet.
The Empire Declines
The empire that Thutmose III had built and Ramses II had ruled slowly came apart
after 1200 b.c. as other strong civilizations rose to challenge Egypt’s power. Shortly
after Ramses died, the entire eastern Mediterranean suffered a wave of invasions.
Invasions by Land and Sea Both the Egyptian empire and the Hittite kingdom
were attacked by invaders called the “Sea Peoples” in Egyptian texts. These
invaders may have included the Philistines, who are often mentioned in the Bible.
Whoever they were, the Sea Peoples caused great destruction.
The Egyptians faced other attacks. In the east, the tribes of Palestine often
rebelled against their Egyptian overlords. In the west, the vast desert no longer
served as a barrier against Libyan raids on Egyptian villages.
Egypt's Empire Fades After these invasions, Egypt never recovered its previous
power. The Egyptian empire broke apart into regional units, and numerous small
kingdoms arose. Each was eager to protect its independence.
Almost powerless, Egypt soon fell to its neighbors’ invasions. Libyans crossed
the desert to the Nile Delta. There they established independent dynasties. From
around 950 to 730 b.c., Libyan pharaohs ruled Egypt and erected cities. But instead
a Four statues of
Ramses II
guarded the
entrance to the
Great Temple at
Abu Simbel.
First Age of Empires 91
of imposing their own culture, the Libyans adopted the Egyptian way of life. When
the Nubians came north to seize power, they too adopted Egyptian culture.
The Kushites Conquer the Nile Region
For centuries, Egypt dominated Nubia and the Nubian kingdom of Kush , which
lasted for about a thousand years, between 2000 and 1000 b.c. During this time,
Egyptian armies raided and even occupied Kush for a brief period. But as Egypt
fell into decline during the Hyksos period, Kush began to emerge as a regional
power. Nubia now established its own Kushite dynasty on the throne of Egypt.
The People of Nubia Nubia lay south of Egypt between the first cataract of the Nile,
an area of churning rapids, and the division of the river into the Blue Nile and the
White Nile. Despite several cataracts around which boats had to be carried, the Nile
provided the best north-south trade route. Several Nubian kingdoms, including Kush,
served as a trade corridor. They linked Egypt and the Mediterranean world to the inte-
rior of Africa and to the Red Sea. Goods and ideas flowed back and forth along the
river for centuries. The first Nubian kingdom, Kerma, arose shortly after 2000 B.c.
The Interaction of Egypt and Nubia With Egypt’s revival during the New
Kingdom, pharaohs forced Egyptian rule on Kush. Egyptian governors, priests,
soldiers, and artists strongly influenced the Nubians. Indeed, Kush’s capital,
Napata, became the center for the spread of Egyptian culture to Kush’s other
African trading partners.
History n Depth
Egyptian Influence on Nubian Culture
Nubia was heavily influenced by Egypt. This influence is particularly
apparent in Nubian religious practices and burial traditions. But even
though the Nubians adopted Egyptian ways, they didn't abandon their
cultural identity. In many of these religious and funeral practices, the
Nubians blended Egyptian customs with their own traditions.
Pyramids Unlike the Egyptian
pyramids, the pyramids of Nubia
had steeply sloping sides and were
probably designed with a flat top.
Temples This stone ram, representing the
Egyptian god Amen, lay at the entrance to a
Nubian temple dedicated to that god. Although
the Nubians worshiped many Egyptian gods,
Amen's temple was located near another
dedicated to Apedemak, a Nubian god.
92 Chapter 4
MAIN IDEA
Making
Inferences
Why might the
Kushites have
viewed themselves
as guardians of
Egyptian values?
Kushite princes went to Egypt. They learned the Egyptian language and wor-
shiped Egyptian gods. They adopted the customs and clothing styles of the
Egyptian upper class. When they returned home, the Kushite nobles brought back
royal rituals and hieroglyphic writing.
With Egypt’s decline, beginning about 1200 B.C., Kush regained its indepen-
dence. The Kushites viewed themselves as more suitable guardians of Egyptian
values than the Libyans. They sought to guard these values by conquering Egypt
and ousting its Libyan rulers. B
Piankhi Captures the Egyptian Throne In 751 b.c., a Kushite king named
Piankhi overthrew the Libyan dynasty that had ruled Egypt for over 200 years. He
united the entire Nile Valley from the delta in the north to Napata in the south.
Piankhi and his descendants became Egypt’s 25th Dynasty. After his victory,
Piankhi erected a monument in his homeland of Kush. On the monument, he had
words inscribed that celebrated his victory. The inscription provided a catalog of
the riches of the north:
PRIMARY SOURCE
Then the ships were laden with silver, gold, copper, clothing, and everything of the
Northland, every product of Syria and all sweet woods of God's-Land. His Majesty sailed
upstream [south], with glad heart, the shores on his either side were jubilating. West
and east were jubilating in the presence of His Majesty.
PIANKHI, monument in Cairo Museum
Kush Empire, 700 b.c.
SKILLBUILDER: Interpreting Visual Sources
Forming Opinions Why did the Nubians combine
Egyptian culture with elements of their own culture?
Statues These figurines represented Nubian slaves.
They were buried with Nubian kings and meant to serve
them in death. The figurines reflect traditional Egyptian
style. The human faces, however, reveal Nubian features.
WESTERN
DESER T
ARABIAN
DESER T
■
Mediterran e an
Sea
, — . Kush Empire
™ (at its greatest extent)
^ Egyptian Empire
(at its greatest extent)
3a cataract
1,000 Kilometers ^
First Age of Empires 93
▼ This ring, bearing
the head of a
Kushite guardian
god, was found
inside a Meroe
queen's pyramid. It
dates from the late
first century b.c.
However, Piankhi’s dynasty proved short-lived. In 67 1 b.c., the Assyrians, a war-
like people from Southwest Asia, conquered Egypt. The Kushites fought bravely,
but they were forced to retreat south along the Nile. There the Kushites would
experience a golden age, despite their loss of Egypt.
The Golden Age of Meroe
After their defeat by the Assyrians, the Kushite royal family eventually moved
south to Meroe (MEHR*oh*EE). Meroe lay closer to the Red Sea than Napata did,
and so became active in the flourishing trade among Africa, Arabia, and India. (See
the map on page 93.)
The Wealth of Kush Kush used the natural resources around
Meroe and thrived for several hundred years. Unlike Egyptian
cities along the Nile, Meroe enjoyed significant rainfall. And,
unlike Egypt, Meroe boasted abundant supplies of iron ore. As
a result, Meroe became a major center for the manufacture of
iron weapons and tools.
In Meroe, ambitious merchants loaded iron bars, tools, and
spearheads onto their donkeys. They then transported the
goods to the Red Sea, where they exchanged these goods for
jewelry, fine cotton cloth, silver lamps, and glass bottles. As
the mineral wealth of the central Nile Valley flowed out of
Meroe, luxury goods from India and Arabia flowed in.
The Decline of Meroe After four centuries of prosperity, from about 250 b.c. to
a.d. 150, Meroe began to decline. Aksum, another kingdom located 400 miles to
the southeast, contributed to Meroe’s fall. With a seaport on the Red Sea, Aksum
came to dominate North African trade. Aksum defeated Meroe around a.d. 350.
Centuries earlier, around the time the Kushite pharaoh sat on the Egyptian
throne, a new empire — Assyria — had risen in the north. Like Kush, Assyria came
to dominate Egypt.
SECTION
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Hyksos • New Kingdom • Hatshepsut • Thutmose III • Nubia • Ramses II • Kush • Piankhi • Meroe
USING YOUR NOTES
2. Which empire was invaded
more often? Why?
1570 &.c. ad. 550
Egyptian Aksum
New defeats
Kingdom Meroe
established
MAIN IDEAS
3. How did the New Kingdom of
Egypt become so powerful and
wealthy?
4. What cultural aspects of
Egyptian civilization did the
Kushites adopt?
5. Why was Kush able to thrive
after losing Egypt to the
Assyrians?
CRITICAL THINKING & WRITING
6. DRAWING CONCLUSIONS What role did geography play in
Egypt's rise and fall?
7. MAKING INFERENCES How did trade help both Egypt and
Nubia maintain their dominance in the Nile region?
8. HYPOTHESIZING What might have happened if the
Kushites had imposed their own culture on Egypt?
9. WRITING ACTIVITY CULTURAL INTERACTION! How did Egypt
and Nubia strengthen each other at various times in their
histories? Support your ideas in a one-paragraph
analysis.
CONNECT TO TODAY
CREATING A TIME LINE
Research to learn about the collapse of the Soviet Union— a modern-day empire— in 1991.
Create a time line of the events that led to the collapse.
94 Chapter 4
tjvip
" — n—
pS . - !
1 Rfifir -v.
The Assyrian Empire
MAIN IDEA
EMPIRE BUILDING Assyria
developed a military machine
and established a well-organized
administration.
WHY IT MATTERS NOW
Some leaders still use military
force to extend their rule, stamp
out opposition, and gain wealth
and power.
TERMS & NAMES
• Assyria • Medes
• Sennacherib • Chaldeans
• Nineveh • Nebuchadnezzar
• Ashurbanipal
SETTING THE STAGE For more than two centuries, the Assyrian army
advanced across Southwest Asia. It overwhelmed foes with its military strength.
After the Assyrians seized control of Egypt, the Assyrian king Esarhaddon
proclaimed, “I tore up the root of Kush, and not one therein escaped to submit to
me.” The last Kushite pharaoh retreated to Napata, Kush’s capital city.
A Mighty Military Machine
Beginning around 850 b.c., Assyria (uh* *SEER*ee # uh) acquired a large empire.
It accomplished this by means of a highly advanced military organization and
state-of-the-art weaponry. For a time, this campaign of conquest made Assyria
the greatest power in Southwest Asia.
TAKING NOTES
Analyzing Causes Use
a chart to identify the
causes of the rise and
decline of Assyrian
power.
The Rise of a Warrior People The Assyrians came from the northern part of
Mesopotamia. (See the map on page 96.) Their flat, exposed land made them
easy for other people to attack. Invaders frequently swept down into Assyria from
the nearby mountains. The Assyrians may have developed their warlike behavior
in response to these invasions. Through constant warfare, Assyrian kings even-
tually built an empire that stretched from east and north of the Tigris River all
the way to central Egypt. One of these Assyrian kings, Sennacherib
(sih*NAK*uhr*ihb), bragged that he had destroyed 89 cities and 820 villages,
burned Babylon, and ordered most of its inhabitants killed.
Assyrian Power
Causes
for Rise
Causes for
Decline
Need to
Hated by
defend
conquered
against
attacks
people
Military Organization and Conquest Assyria was a society that glorified mil-
itary strength. Its soldiers were well equipped for conquering an empire. Making
use of the ironworking technology of the time, the soldiers covered themselves
in stiff leather and metal armor. They wore copper or iron helmets, padded loin-
cloths, and leather skirts layered with metal scales. Their weapons were iron
swords and iron-pointed spears.
Advance planning and technical skill allowed the Assyrians to lay siege to enemy
cities. When deep water blocked their passage, engineers would span the rivers with
pontoons, or floating structures used to support a bridge. Before attacking, the
Assyrians dug beneath the city’s walls to weaken them. Then, with disciplined orga-
nization, foot soldiers marched shoulder to shoulder. The foot soldiers approached
the city walls and shot wave upon wave of arrows. Meanwhile, another group of
troops hammered the city’s gates with massive, iron-tipped battering rams.
First Age of Empires 95
ANATOLIA
Nineveh
Medes
% MESOPOTAMIA
CYPRUS
ASIA
Mediterranean
Sea PALESTINI
Jerusalei
* Babylon _
# Persians
BABYLONIA
Chaldeans
Memphis
EGYPT
500 Miles
Assyrian Empire, 650 b.c.
GEOGRAPHY SKILLBUlLDER: [nterpretin^Wlaj(*S
1 . Location What is the approximate distance between
Nineveh and Thebes?
2. Location What is the southernmost part of the
Assyrian Empire and to what other empire did it
previously belong ?
When the city gates finally
splintered, the Assyrians
showed no mercy. They
killed or enslaved their vic-
tims. To prevent their ene-
mies from rebelling again,
the Assyrians forced cap-
tives to settle far away in the
empire’s distant provinces
and dependent states.
The Empire
Expands
Between 850 and 650 b.c.,
the kings of Assyria
defeated Syria, Palestine,
and Babylonia. Eventually,
the Assyrians ruled lands
that extended far beyond
the Fertile Crescent into
Anatolia and Egypt.
Assyrian Rule At its
peak around 650 b.c., the
Assyrian Empire included
almost all of the old centers
of civilization and power in
Southwest Asia. Assyrian officials governed lands closest to Assyria as provinces and
made them dependent territories. Assyrian kings controlled these dependent regions
by choosing their rulers or by supporting kings who aligned themselves with Assyria.
The Assyrian system of having local governors report to a central authority became
the fundamental model of administration, or system of government management.
In addition, the military campaigns added new territory to the empire. These addi-
tional lands brought taxes and tribute to the Assyrian treasury. If a conquered people
refused to pay, the Assyrians destroyed their cities and sent the people into exile.
Such methods enabled the Assyrians to effectively govern an extended empire.
Assyrian Culture Some of Assyria’s most fearsome warriors earned reputations as
great builders. For example, the same King Sennacherib who had burned Babylon
also established Assyria’s capital at Nineveh (NIHN«uh»vuh) along the Tigris River.
This great walled city, about three miles long and a mile wide, was the largest city of
its day. In the ruins of Nineveh and other Assyrian cities, archaeologists found finely
carved sculptures. Two artistic subjects particularly fascinated the Assyrians: brutal
military campaigns and the lion hunt.
Nineveh also held one of the ancient world’s largest libraries. In this unique
library, King Ashurbanipal (AH*shur*BAH*nuh*PAHL) collected more than 20,000
clay tablets from throughout the Fertile Crescent. The collection included the
ancient Sumerian poem the Epic of Gilgamesh and provided historians with much
information about the earliest civilizations in Southwest Asia. The library was the
first to have many of the features of a modern library. For instance, the collection
was organized into many rooms according to subject matter. The collection was
also cataloged. Europeans would not use a library cataloging system for centuries.
96 Chapter 4
Analyzing Primary Sources
mmai mini im> I
Assyrian Sculpture
This relief shows ferocious Assyrian warriors attacking a
fortified city. A relief is a sculpture that has figures standing
out from a flat background. The Assyrian war machine
included a variety of weapons and methods of attack.
Q Ladders
Assyrian archers launched waves of arrows against
opponents defending the city walls. Meanwhile, Assyrian
troops threw their ladders up against the walls and began
their climb into the enemy's stronghold.
O Weapons
Troops were armed with the best weapons of the time, iron-
tipped spears, as well as iron daggers and swords. They were
also protected with armor and large shields.
O Tactics
The Assyrians were savage in their treatment of defeated
opponents. Those who were not slaughtered in the initial
attack were often impaled or beheaded, while women and
children were sometimes murdered or sold into slavery.
O Tunnels
The Assyrian army used sappers— soldiers who dug tunnels to
sap, or undermine, the foundations of the enemy's walls so
that they would fall.
SKILLBUILDER: Interpreting Visual Sources
1 . Making Inferences What emotions might the relief have
inspired in the Assyrian people?
2. Making Inferences How might the Assyrians' enemies have
reacted to the sculpture?
The Empire Crumbles
Ashurbanipal proved to be one of the last of the mighty Assyrian kings. Assyrian
power had spread itself too thin. Also, the cruelty displayed by the Assyrians had
earned them many enemies. Shortly after Ashurbanipal’s death, Nineveh fell.
Decline and Fall In 612 b.c., a combined army of Medes (meedz), Chaldeans
(kal*DEE*uhnz), and others burned and leveled Nineveh. However, because the
clay writing tablets in Nineveh’s library had been baked in a pottery oven, many
survived the fire.
Most people in the region rejoiced at Nineveh’s destruction. The Hebrew
prophet Nahum (NAY*huhm) gave voice to the feelings of many:
M AIN IDEA
Analyzing Primary
Sources
A j What was
Nahum's opinion
on the collapse of
the Assyrian
Empire?
PRI MARY SOU RCE &
And it shall come to pass, that all they that look upon thee shall flee from thee, and
say, Nineveh is laid waste: who will bemoan her? Whence shall I seek comforters for
thee? . . . Thy shepherds slumber, 0 king of Assyria: thy nobles shall dwell in the dust:
thy people is scattered upon the mountains, and no man gathereth them.
NAHUM 3:7, 18 (Bible)
Rebirth of Babylon Under the Chaldeans After defeating the Assyrians, the
Chaldeans made Babylon their capital. Around 600 b.c., Babylon became the center
First Age of Empires 97
a This is an artist's
rendering of the
legendary hanging
gardens of Babylon.
Slaves watered the
plants by using
hidden pumps that
drew water from the
Euphrates River.
world. According to legend, one of
Nebuchadnezzar’s wives missed the flow-
ering shrubs of her mountain homeland.
To please her, he had fragrant trees and
shrubs planted on terraces that rose 75
feet above Babylon’s flat, dry plain.
Indeed, the entire city was a wonder. Its
walls were so thick that, according to one
report, a four-horse chariot could wheel
around on top of them. To ensure that the world knew who ruled Babylon, the king
had the bricks inscribed with the words, “I am Nebuchadnezzar, King of Babylon.”
The highest building in Babylon was a great, seven-tiered ziggurat more than 300
feet high. It was visible for miles. At night, priests observed the stars from the top of
this tower and others in the city. Chaldean astronomers kept detailed records of how
the stars and planets seemed to change position in the night sky. They also concluded
that the sun, moon, Earth, and five other planets belonged to the same solar system.
The Chaldeans’ observations formed the basis for both astronomy and astrology.
Nebuchadnezzar’s empire fell shortly after his death. The Persians who next
came to power adopted many Assyrian military, political, and artistic inventions.
The Persians would use the organization the Assyrians had developed to stabilize
the region.
of a new empire, more than 1,000 years
after Hammurabi had ruled there. A
Chaldean king named Nebuchadnezzar
(NEHB*uh«kuhd*NEHZ*uhr) restored the
city. Perhaps the most impressive part of
the restoration was the famous hanging
gardens. Greek scholars later listed them
as one of the seven wonders of the ancient
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Assyria • Sennacherib • Nineveh • Ashurbanipal • Medes • Chaldeans • Nebuchadnezzar
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Why did the Assyrians develop
into a great military power?
Why did their power decline?
3. What methods did the
Assyrians use when they
attacked enemy cities?
6. FORMING OPINIONS Do you think the Assyrians' almost
exclusive reliance on military power was a good strategy
for creating their empire? Why or why not?
Assyrian Power
Causes
for Rise
Causes for
Decline
Need -to
Hated by
defend
conquered
against
attacks
people
4. What contributions to
government administration and
culture did the Assyrians make?
5. Why did the people in the
region rejoice when the
Assyrian Empire was defeated?
7. MAKING INFERENCES Why might the Assyrian warrior
kings have had such a great interest in writing and
reading?
8. COMPARING In what ways were King Ashurbanipal and
King Nebuchadnezzar similar?
9. WRITING ACTIVITY EMPIRE BUILDING j Write a one-
paragraph essay on how developments in technology
influenced the rise and decline of the Assyrian Empire.
CONNECT TO TODAY
CREATING A POSTER
Research an instance when a modern ruler used excessive force to govern or put down
opposition. Create a poster that tells about and illustrates the ruler and the event.
98 Chapter 4
The Persian Empire
MAIN IDEA
EMPIRE BUILDING By
governing with tolerance and
wisdom, the Persians
established a well-ordered
empire that lasted for 200 years.
WHY IT MATTERS NOW
Leaders today try to follow the
Persian example of tolerance
and wise government.
TERMS & NAMES
• Cyrus • satrap
• Cambyses • Royal Road
• Darius • Zoroaster
SETTING THE STAGE The Medes, along with the Chaldeans and others,
helped to overthrow the Assyrian Empire in 612 b.c. The Medes marched to
Nineveh from their homeland in the area of present-day northern Iran.
Meanwhile, the Medes’ close neighbor to the south, Persia, began to expand its
horizons and territorial ambitions.
The Rise of Persia
The Assyrians employed military force to control a vast empire. In contrast, the
Persians based their empire on tolerance and diplomacy. They relied on a strong
military to back up their policies. Ancient Persia included what today is Iran.
The Persian Homeland Indo-Europeans first migrated from Central Europe
and southern Russia to the mountains and plateaus east of the Fertile Crescent
around 1000 b.c. This area extended from the Caspian Sea in the north to the
Persian Gulf in the south. (See the map on page 101.) In addition to fertile farm-
land, ancient Iran boasted a wealth of minerals. These included copper, lead,
gold, silver, and gleaming blue lapis lazuli. A thriving trade in these minerals put
the settlers in contact with their neighbors to the east and the west.
At first, dozens of tiny kingdoms occupied the region. Eventually two major
powers emerged: the Medes and the Persians. In time, a remarkable ruler would
lead Persia to dominate the Medes and found a huge empire.
Cyrus the Great Founds an Empire The rest of the world paid little attention
to the Persians until 550 b.c. In that year, Cyrus (SY* *ruhs), Persia’s king, began
to conquer several neighboring kingdoms. Cyrus was a military genius, leading
his army from victory to victory between 550 and 539 B.c. In time, Cyrus con-
trolled an empire that spanned 2,000 miles, from the Indus River in the east to
Anatolia in the west.
Even more than his military genius, though, Cyrus’s most enduring legacy
was his method of governing. His kindness toward conquered peoples revealed a
wise and tolerant view of empire. For example, when Cyrus’s army marched into
a city, his generals prevented Persian soldiers from looting and burning. Unlike
other conquerors, Cyrus believed in honoring local customs and religions.
Instead of destroying the local temple, Cyrus would kneel there to pray.
TAKING NOTES
Comparing and
Contrasting Use a
diagram to identify the
similarities and
differences between
Cyrus and Darius.
First Age of Empires 99
Cyrus also allowed the Jews, who had been driven from their homeland by the
Babylonians, to return to Jerusalem in 538 b.c. Under Persian rule, the Jews rebuilt
their city and temple. The Jews were forever grateful to Cyrus, whom they considered
one of God’s anointed ones. The Hebrew prophet Ezra tells of Cyrus’s kindness:
PRIMARY SOURCE
This is the word of Cyrus king of Persia: The Lord the God of heaven has given me all
the kingdoms of the earth, and he himself has charged me to build him a house at
Jerusalem in Judah. To every man of his people now among you I say, God be with him,
and let him go up to Jerusalem in Judah, and rebuild the house of the Lord the God of
Israel, the God whose city is Jerusalem.
EZRA 1 : 2-3 (Bible)
Cyrus was killed as he fought nomadic invaders on the eastern border of his
empire. According to the Greek historian Arrian, his simple, house-shaped tomb
bore these words: “O man, I am Cyrus the son of Cambyses. I established the
Persian Empire and was king of Asia. Do not begrudge me my memorial.” (A/
Summarizing
& What are some
examples of Cyrus's
tolerant method of
governing?
▼ Sculpted figures
bring gifts to
Darius. The relief
sculpture, located
in the ancient
Persian capital of
Persepolis, dates
from around the
sixth century b.c.
Persian Rule
The task of unifying conquered territories fell to rulers who followed Cyrus. They
succeeded by combining Persian control with local self-government.
Cambyses and Darius Cyrus died in 530 b.c. His son Cambyses (kam*BY*seez),
named after Cyrus’s father, expanded the Persian Empire by conquering Egypt.
However, the son neglected to follow his father’s wise example. Cambyses scorned
the Egyptian religion. He ordered the images of Egyptian gods to be burned. After
ruling for only eight years, Cambyses died. Immediately, widespread rebellions
broke out across the empire. Persian control had seemed strong a decade earlier. It
now seemed surprisingly fragile.
Cambyses’s successor, Darius (duh»RY*uhs), a noble of the ruling dynasty, had
begun his career as a member of the king’s bodyguard. An elite group of Persian
soldiers, the Ten Thousand Immortals, helped Darius seize the throne around 522
B.c. Darius spent the first three years of his reign putting down revolts. He spent
the next few years establishing a well-organized and efficient administration.
Having brought peace and stability to the empire, Darius turned his attention to
conquest. He led his armies eastward into the mountains of present-day
Afghanistan and then down into the river valleys of India. The immense Persian
Empire now extended over 2,500 miles, embracing Egypt and Anatolia in the west,
part of India in the east, and the Fertile Crescent in the center. Darius’s only failure
was his inability to conquer Greece.
x
□ Persian Empire under Cyrus, 530 b.c.
□ Persian Empire under Cambyses, 522 b.c.
Persian Empire under Darius, 500 b.c.
Former Assyrian Empire
-- The Royal Road
Aral
Sea
MACEDONIA
SOGDIANA
ANATOLIA
Sardis
BACTRIA
SYRIA ^Ashur \
CYPRUS
PERSIA
PHOENICIA
Tyre BABYLONIA
t Babylon*
Jerusalem
PALESTINE
U, Persepolis
r 'Z.
CHALDEA
Memphis
EGYPT
GEDROSIA
Tropic of Cancer - —
Arabian
Sea
1,000 Kilometers
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Region What part of the ancient world did Cambyses add to the Persian Empire?
2. Region Compare the map of the Persian Empire with that of the Assyrian Empire on
page 96. What areas did the Persians rule that the Assyrians did not?
Persian Empire, 500 b.c.
INTERACTIVE
Provinces and Satraps Although Darius was a great warrior, his real genius lay
in administration. To govern his sprawling empire, Darius divided it into 20
provinces. These provinces were roughly similar to the homelands of the different
groups of people who lived within the Persian Empire. Under Persian rule, the peo-
ple of each province still practiced their own religion. They also spoke their own
language and followed many of their own laws. This administrative policy of many
groups — sometimes called “nationalities” — living by their own laws within one
empire was repeatedly practiced in Southwest Asia.
Although tolerant of the many groups within his empire, Darius still ruled with
absolute power. In each province, Darius installed a governor called a satrap
(SAY*trap), who ruled locally. Darius also appointed a military leader and a tax
collector for each province. To ensure the loyalty of these officials, Darius sent out
inspectors known as the “King’s Eyes and Ears.”
Two other tools helped Darius hold together his empire. An excellent system of
roads allowed Darius to communicate quickly with the most distant parts of the
empire. The famous Royal Road , for example, ran from Susa in Persia to Sardis in
Anatolia, a distance of 1,677 miles. Darius borrowed the second tool, manufactur-
ing metal coins, from the Lydians of Asia Minor. For the first time, coins of a
standard value circulated throughout an extended empire. People no longer had to
weigh and measure odd pieces of gold or silver to pay for what they bought. The
network roads and the wide use of standardized coins promoted trade. Trade, in
turn, helped to hold together the empire.
First Age of Empires 101
► This four-horse chariot dates
from the 6th to 4th centuries b.c.
It is the type of vehicle that would
have traveled the Royal Road in
the time of Darius. The studs on
the wheels were designed to help
prevent the chariot from slipping.
A Ride Along the Royal Road
mr
ASIA
The Road
The road was 1,677 miles in length. There were 1 1 1
post or relay stations spaced about 15 miles apart
- along the road. Other roads branched off the main
road to distant parts of the empire.
P'V .
The Ride
A
Relay stations we
the king's messei
the length of the
travel time along
example, might t;
whole distance.
’ 7
ire equipped with fresh horses for
igers. Royal messengers could cover
Royal Road in seven days. Normal
the road was longer. A caravan, for
ake three months to travel the
r
Patterns of Interaction video series
Building Empires: The Rise of the Persians and the Inca
Connect to Today
Strong road networks like the Royal Road enabled empires to expand and
maintain control over people and places. Like the Persians, the Inca of South
America created a road system thousands of miles long. These roads allowed
the Inca to extend their rule over as many as 16 million people. Empires
throughout history have shared characteristics such as efficient
communication systems, effective leaders, and powerful armies.
1. Recognizing Effects How would the
Royal Road enable a ruler to
maintain power in the empire?
^ See Skillbuilder Handbook, Page R6.
2. Comparing What systems of
communication and transportation
today might be compared to the
Royal Road of the Persians?
102 Chapter 4
MAIN IDEA
Comparing
5/ What ideas and
world view did
Zoroastrianism
share with other
religions?
The Persian Legacy
By the time of Darius’s rule, about 2,500 years had passed since the first Sumerian
city-states had been built. During those years, people of the Fertile Crescent had
endured war, conquest, and famine. These events gave rise to a basic question: Why
should so much suffering and chaos exist in the world? A Persian prophet named
Zoroaster (ZAWR*oh*AS # tuhr), who lived around 600 b.c., offered an answer.
Zoroaster's Teachings Zoroaster taught that the earth is a battleground where a
great struggle is fought between the spirit of good and the spirit of evil. Each per-
son, Zoroaster preached, is expected to take part in this struggle. The Zoroastrian
religion teaches a belief in one god, Ahura Mazda (ah*HUR*uh MAZ*duh). At the
end of time, Ahura Mazda will judge everyone according to how well he or she
fought the battle for good. Traces of Zoroastrianism — such as the concept of Satan
and a belief in angels — can be found in Judaism, Christianity, and Islam.
After the Muslim conquest of Persia in the a.d. 600s, the Zoroastrian religion
declined. Some groups carried the faith eastward to India. Zoroastrianism also was
an important influence in the development of Manichaeism (MAN*ih*KEE*iHZ*uhm),
a religious system that competed with early Christianity for believers. The followers
of Mithra, a Zoroastrian god, spread westward to become a popular religion among
the military legions in the Roman Empire. Today, modern Zoroastrians continue to
observe the religion’s traditions in several countries including Iran and India, where
its followers are called Parsis. •
Political Order Through their tolerance and good government, the Persians
brought political order to Southwest Asia. They preserved ideas from earlier civi-
lizations and found new ways to live and rule. Their respect for other cultures
helped to preserve those cultures for the future. The powerful dynasty Cyrus estab-
lished in Persia lasted 200 years and grew into a huge empire. As you will learn in
Section 4, great empires also arose in China and dominated that region.
SECTION
■*«
w
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Cyrus • Cambyses • Darius • satrap • Royal Road • Zoroaster
USING YOUR NOTES
2. Which of the differences
between Cyrus and Darius do
you consider most important?
Why?
MAIN IDEAS
3. How did Cyrus treat the
peoples he conquered?
4. What methods and tools did
Darius use to hold together his
empire?
5. What did Zoroaster teach?
INTEGRATED TECHNOLOGY
___________ INTERNET ACTIVITY
Use the Internet to find information on modern Zoroastrianism.
Create a chart to present your findings.
CRITICAL THINKING & WRITING
6. MAKING INFERENCES What do the words that appeared
on Cyrus's tomb suggest about his character?
7. DRAWING CONCLUSIONS How did the Royal Road help
Darius maintain control over his people?
8. DEVELOPING HISTORICAL PERSPECTIVE What events led
to the development of Zoroastrianism?
9. WRITING ACTIVITY | EMPIRE BUILDING Write an expository
essay explaining how Darius's methods of administration
gave stability to the Persian Empire. In your essay,
consider such topics as the structure of the empire, the
policy of tolerance, and the role of the satrap.
INTERNET KEYWORD
Zoroastrianism
First Age of Empires 1 03
he Unification of China
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
RELIGIOUS AND ETHICAL
SYSTEMS The social disorder
of the warring states contributed
to the development of three
Chinese ethical systems.
The people, events, and ideas
that shaped China's early history
continue to influence China's
role in today's world.
• Confucius
• filial piety
• bureaucracy
• Daoism
• Legalism
• / Ching
• yin and yang
• Qin Dynasty
• Shi Huangdi
• autocracy
SETTING THE STAGE The Zhou Dynasty, as you read in Chapter 2, lasted for at
least eight centuries, from approximately 1027 to 256 b.c. For the first 300 years
of their long reign, the Zhou kings controlled a large empire, including both east-
ern and western lands. Local rulers reported to the king, who had the ultimate
power. By the latter years of the Zhou Dynasty, the lords of dependent territories
began to think of themselves as independent kings. Their almost constant con-
flict, which is known as “the warring states period,” led to the decline of the
Zhou Dynasty.
TAKING NOTES
Recognizing Effects
Use a web to indicate
how the chaos of the
warring states affected
the philosophy, politics,
and cities of China.
Philosophy
Chaos of “the
warring states
Confucius and the Social Order
Toward the end of the Zhou Dynasty, China moved away from its ancient values
of social order, harmony, and respect for authority. Chinese scholars and philoso-
phers developed different solutions to restore these values.
Confucius Urges Harmony China’s most influential scholar was Confucius
(kuhn*FYOO*shuhs). Born in 551 b.c., Confucius lived in a time when the Zhou
Dynasty was in decline. He led a scholarly life, studying and teaching history,
music, and moral character.
Confucius was born at a time of crisis and violence in China. He had a deep
desire to restore the order and moral living of earlier times to his society.
Confucius believed that social order, harmony, and good government could be
restored in China if society were organized around five basic relationships.
These were the relationships between: (1) ruler and subject, (2) father and son,
(3) husband and wife, (4) older brother and younger brother, and (5) friend and
friend. A code of proper conduct regulated each of these relationships. For exam-
ple, rulers should practice kindness and virtuous living. In return, subjects
should be loyal and law-abiding.
Three of Confucius’s five relationships were based upon the family. Confucius
stressed that children should practice filial piety , or respect for their parents and
ancestors. Filial piety, according to Confucius, meant devoting oneself to one’s
parents during their lifetimes. It also required honoring their memories after death
through the performance of certain rituals.
104 Chapter 4
In the following passage, Confucius — the
“Master” — expresses his thoughts on the concept:
History Makers
Vocabulary
legend: a story
handed down from
earlier times, espe-
cially one believed
to be historical
PRIMARY SOURCE
Ziyou [a disciple of Confucius] asked about filial piety.
The Master said: "Nowadays people think they are
dutiful sons when they feed their parents. Yet they also
feed their dogs and horses. Unless there is respect,
where is the difference?"
CONFUCIUS, Analects 2.7
Confucius wanted to reform Chinese society by
showing rulers how to govern wisely. Impressed by
Confucius’s wisdom, the duke of Lu appointed him
minister of justice. According to legend, Confucius
so overwhelmed people by his kindness and courtesy
that almost overnight, crime vanished from Lu.
When the duke’s ways changed, however, Confucius
became disillusioned and resigned.
Confucius spent the remainder of his life teach-
ing. His students later collected his words in a book
called the Analects. A disciple named Mencius
(MEHN # shee*uhs) also spread Confucius’s ideas.
Confucian Ideas About Government Confucius
said that education could transform a humbly born
person into a gentleman. In saying this, he laid the
groundwork for the creation of a bureaucracy , a
trained civil service, or those who run the govern-
ment. According to Confucius, a gentleman had
four virtues: “In his private conduct he was courte-
ous, in serving his master he was punctilious [pre-
cise], in providing for the needs of the people he
gave them even more than their due; in exacting
service from the people, he was just.” Education
became critically important to career advancement
in the bureaucracy.
Confucianism was never a religion, but it was an
ethical system, a system based on accepted princi-
ples of right and wrong. It became the foundation
for Chinese government and social order. In addi-
tion, the ideas of Confucius spread beyond China
and influenced civilizations throughout East Asia.
Confucius
551-479 b.c.
Confucius was born to a
poor family. As an adult, he
earned his living as a
teacher. But he longed to
put his principles into
action by advising political
leaders. Finally, at around
age 50, Confucius won a
post as minister in his home state. According to
legend, he set such a virtuous example that a
purse lying in the middle of the street would be
untouched for days.
After Confucius resigned his post as
minister, he returned to teaching. He
considered himself a failure because he had
never held high office. Yet Confucius's ideas
have molded Chinese thought for centuries.
Laozi
sixth century b.c.
Although a person named
Laozi is credited with
being the first philosopher
of Daoism, no one knows
for sure whether he really
existed. Legend has it that
Laozi's mother carried him
in her womb for 62 years
and that he was born with white hair and
wrinkled skin. Laozi's followers claimed that he
was a contemporary of Confucius.
Unlike Confucius, however, Laozi believed
that government should do as little as possible
and leave the people alone. Laozi thought that
people could do little to influence the outcome
of events. Daoism offered communion with
nature as an alternative to political chaos.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on Confucius and
Laozi, go to classzone.com
\ J
Other Ethical Systems
In addition to Confucius, other Chinese scholars and philosophers developed ethical
systems with very different philosophies. Some stressed the importance of nature,
others, the power of government.
Daoists Seek Harmony For a Chinese thinker named Laozi (low*dzuh), who may
have lived during the sixth century b.c., only the natural order was important. The
natural order involves relations among all living things. His book Dao De Jing
( The Way of Virtue) expressed Laozi ’s belief. He said that a universal force called
the Dao (dow), meaning “the Way,” guides all things. Of all the creatures of nature,
First Age of Empires 105
according to Laozi, only humans fail to follow the Dao. They argue about questions
of right and wrong, good manners or bad. According to Laozi, such arguments are
pointless. In the following, he explains the wisdom of the Dao:
PRIMARY SOURCE &
The Dao never does anything,
yet through it all things are done.
If powerful men and women
could center themselves in it,
the whole world would be transformed
by itself, in its natural rhythms.
People would be content
with their simple, everyday lives, in harmony, and free of desire.
MAIN IDEA j
Analyzing Primary
Sources
What do you
think is the Daoist
attitude toward
being a powerful
person?
When there is no desire,
all things are at peace.
LAOZI, Dao De Jing, Passage 37
The philosophy of Laozi came to be known as Daoism . Its search for knowl-
edge and understanding of nature led Daoism ’s followers to pursue scientific stud-
ies. Daoists made many important contributions to the sciences of alchemy,
astronomy, and medicine.
Legalists Urge Harsh Rule In sharp contrast to the followers of Confucius and
Laozi was a group of practical political thinkers called the Legalists. They believed
that a highly efficient and powerful government was the key to restoring order in
society. They got their name from their belief that government should use the law
to end civil disorder and restore harmony. Hanfeizi and Li Si were among the
founders of Le galism .
The Legalists taught that a ruler should provide rich rewards for people who car-
ried out their duties well. Likewise, the disobedient should be harshly punished. In
practice, the Legalists stressed punishment more than rewards. For example, any-
one caught outside his own village without a travel permit should have his ears or
nose chopped off.
The Legalists believed in controlling ideas as well as actions. They suggested
that a ruler burn all writings that might encourage people to criticize government.
Chinese Ethical Systems
Confucianism
Daoism
Legalism
• Social order, harmony, and good
government should be based on
family relationships.
• Respect for parents and elders is
important to a well-ordered
society.
• Education is important both to
the welfare of the individual and
to society.
• The natural order is more
important than the social order.
• A universal force guides all things.
• Human beings should live simply
and in harmony with nature.
• A highly efficient and powerful
government is the key to social
order.
• Punishments are useful to
maintain social order.
• Thinkers and their ideas should
be strictly controlled by the
government.
SKILLBUILDER: Interpreting Charts
1 . Comparing Which of these three systems stresses the importance of government and a well-ordered society?
2. Synthesizing Which of these systems seems to be most moderate and balanced? Explain.
106 Chapter 4
MAIN IDEA
Summarizing
How did the
Legalists think that
a society could be
made to run well?
After all, it was for the prince to govern and the people to obey. Eventually,
Legalist ideas gained favor with a prince of a new dynasty that replaced the
Zhou. That powerful ruler soon brought order to China. B,
/ Ching and Yin and Yang People with little interest in the philosophi-
cal debates of the Confucians, Daoists, and Legalists found answers to
life’s questions elsewhere. Some consulted a book of oracles called
/ Ching (also spelled Yi Jing) to solve ethical or practical problems.
Readers used the book by throwing a set of coins, interpreting the results,
and then reading the appropriate oracle, or prediction. The I Ching ( The Book
of Changes) helped people to lead a happy life by offering good advice and simple
common sense.
Other people turned to the ideas of ancient thinkers, such as the concept of yin
and yang — two powers that together represented the natural rhythms of life. Yin
represents all that is cold, dark, soft, and mysterious. Yang is the opposite — warm,
bright, hard, and clear. The symbol of yin and yang is a circle divided into halves,
as shown in the emblem to the upper right. The circle represents the harmony of
yin and yang. Both forces represent the rhythm of the universe and complement
each other. Both the I Ching and yin and yang helped Chinese people understand
how they fit into the world.
a Traditional
yin-and-yang
symbol
The Qin Dynasty Unifies China
In the third century b.c., the Qin Dynasty (chihn) replaced the Zhou Dynasty. It
emerged from the western state of Qin. The ruler who founded the Qin Dynasty
employed Legalist ideas to subdue the warring states and unify his country.
A New Emperor Takes Control In 221 b.c., after ruling for over 20 years, the Qin
ruler assumed the name Shi Huangdi (shihr hwahng*dee), which means “First
Emperor.” The new emperor had begun his reign by halting the internal battles that
had sapped China’s strength. Next he turned his
attention to defeating invaders and crushing resis-
tance within China to his rule. Shi Huangdi’s armies
attacked the invaders north of the Huang He and
south as far as what is now Vietnam. His victories
doubled China’s size. Shi Huangdi was determined
to unify China.
Shi Huangdi acted decisively to crush political
opposition at home. To destroy the power of rival
warlords, he introduced a policy called “strengthen-
ing the trunk and weakening the branches.” He com-
manded all the noble families to live in the capital
city under his suspicious gaze. This policy, accord-
ing to tradition, uprooted 120,000 noble families.
Seizing their land, the emperor carved China into 36
administrative districts. He sent Qin officials to
control them.
To prevent criticism, Shi Huangdi and his prime
minister, the Legalist philosopher Li Su, murdered
hundreds of Confucian scholars. They also ordered
“useless” books burned. These books were the works
of Confucian thinkers and poets who disagreed with
the Legalists. Practical books about medicine and
farming, however, were spared. Through measures
▼ Although a
tyrant, Shi
Huangdi is
considered the
founder of
unified China.
The word Qin is
the origin of
China.
First Age of Empires 1 07
History //Depth
The Great Wall of China
From the Yellow Sea in the east
to the Gobi Desert in the west,
the Great Wall twisted like a
dragon's tail for thousands of
miles. Watch towers rose every
200 to 300 yards along the wall.
In the time of Shi Huangdi,
hundreds of thousands of
peasants collected, hauled, and
dumped millions of tons of
stone, dirt, and rubble to fill the
core of the Great Wall.
Slabs of cut stone on the outside
of the wall enclosed a heap of
pebbles and rubble on the inside.
Each section of the wall rose to a
height of 20 to 25 feet.
East
China
Sea
O
Taiwan
South
China
Sea
The Qin Dynasty, 221-202 b.c.
Qin Dynasty
Extent of Zhou Dynasty
(Approximate)
■ul GreatWall
Although Shi Huangdi built the earliest
unified wall, the wall as it exists today dates
from the later Ming Dynasty (1368-1644).
SKILLBUILDER: Interpreting Visual Sources
1 . Making Inferences What were the benefits of the watch
towers along the wall?
2. Drawing Conclusions What modern structures serve the
same purpose as the watch towers?
MONGOLIA
INDIA
108 Chapter 4
M AIN IDEA
Recognizing
Effects
C; What were
the positive and
negative effects of
Shi Huangdi's rule?
such as these, Shi Huangdi established an autocracy — a government that has
unlimited power and uses it in an arbitrary manner.
A Program of Centralization Shi Huangdi’s sweeping program of centralization
included the building of a highway network of more than 4,000 miles. Also, he set
the same standards throughout China for writing, law, currency, and weights and
measures — even down to the length of cart axles. This last standard made sure that
all vehicles could fit into the ruts of China’s main roads.
Under Shi Huangdi’s rule, irrigation projects increased farm production. Trade
blossomed, thanks to the new road system. Trade pushed a new class of merchants
into prominence. Despite these social advances, harsh taxes and repressive gov-
ernment made the Qin regime unpopular. Shi Huangdi had unified China at the
expense of human freedom. C,
Great Wall of China Scholars hated Shi Huangdi for his book burning. Poor peo-
ple hated him because they were forced to work on the building of a huge defen-
sive wall. Earlier, Zhou rulers had erected smaller walls to discourage attacks by
northern nomads. Shi Huangdi determined to close the gaps and extend the wall
almost the length of the empire’s border. Enemies would have to gallop halfway to
Tibet to get around it.
The Great Wall of China arose on the backs of hundreds of thousands of peas-
ants. The wall builders worked neither for wages nor for love of empire. They faced
a terrible choice: work on the wall or die. Many of the laborers worked on the wall
and died anyway, victims of the crushing labor or the harsh winter weather.
The Fall of the Qin The Qin Dynasty lasted only a short time. Though fully as
cruel as his father, Shi Huangdi’s son proved less able. Peasants rebelled just three
years after the second Qin emperor took office. One of their leaders, a peasant from
the land of Han, marched his troops into the capital city. By 202 B.C., the harsh Qin
Dynasty gave way to the Han Dynasty, one of the longest in Chinese history.
While the Chinese explored the best ways to govern, ancient Greece also was
experimenting with different forms of government, as you will read in Chapter 5.
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Confucius • filial piety • bureaucracy • Daoism • Legalism • / Ching • yin and yang • Qin Dynasty • Shi Huangdi • autocracy
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which aspect of Chinese life
was most affected by the
chaos created by the warring
states?
3. How did Confucius believe that
social order, harmony, and
good government could be
restored in China?
Philosophy
4. What did the Legalists see as
the key to restoring order?
5. What measures did Shi
Huangdi take to crush political
opposition at home?
6. HYPOTHESIZING How would followers of the three
philosophical traditions in China react to the idea that
"all men are created equal"?
7. ANALYZING CAUSES Why did Shi Huangdi have his critics
murdered?
8. MAKING INFERENCES Would a ruler who followed
Confucian or Daoist ideas have built the Great Wall?
Why or why not?
9. WRITING ACTIVITY RELIGIOUS AND ETHICAL SYSTEMS |
Write a comparison-contrast paragraph in which you
discuss the three Chinese ethical systems.
CONNECT TO TODAY
PREPARING AN ORAL REPORT
Research to find out about the Great Wall today. Prepare an oral report in which you explain
what the Great Wall looks like today and what it is used for.
First Age of Empires 1 09
Chapter 4 Assessment
TERMS & NAMES
For each term or name below, briefly explain its connection
to the history of the first age of empires between 1570 and
200 b.c.
1. Ramses II 6 . Royal Road
2. Kush 7. Zoroaster
3. Assyria 8. Confucius
4. Ashurbanipal 9. Daoism
5. Cyrus 10. Shi Huangdi
MAIN IDEAS
The Egyptian and Nubian Empires Section l
(pages 89-94)
11. How did the Kushites treat Egyptian culture after they
conquered Egypt?
12. When did Kush experience a golden age?
The Assyrian Empire Section 2 (pages 95-98)
13. How did Assyria acquire its empire?
14. What were the positive achievements of the Assyrian
Empire?
The Persian Empire Section 3 (pages 99-103)
15. What is Cyrus's enduring legacy?
16. How far did Darius extend the Persian Empire?
The Unification of China Section 4 (pages 104-109)
17. Around what five basic relationships did Confucius believe
society should be organized?
18. Why did Shi Huangdi have the Great Wall built?
CRITICAL THINKING
1. USING YOUR NOTES
I EMPIRE BUILDING 1
Create a table and list
the successes and
failures of the leaders
discussed in this chapter.
2. DRAWING CONCLUSIONS
I RELIGIOUS AND ETHICAL SYSTEMS I Religious and ethical systems
in Persia and China arose in response to what similar
conditions?
3. DEVELOPING HISTORICAL PERSPECTIVE
How have Cyrus's and Sennacherib's contrasting ruling styles
probably affected their legacies?
4. RECOGNIZING EFFECTS
| CULTURAL INTERACTION] What positive results occur when
cultures interact? What negative results might there be?
5. SYNTHESIZING
What similar purpose was served by the Persians' Royal Road
and by the Great Wall of China?
deader
Successes
Failures
T hutwose JJJ
Se.nnadne.rib
Ci/rus
VISUAL SUMMARY
First Age of Empires
Pharaohs set up a
professional army.
Pharaohs invaded
territories in Africa
and Southwest Asia
Egypt drew vast
wealth from the
lands it controlled.
Nubia and Egypt
interacted and
spread their culture
through trade.
The kings of Nubia
conquered Egypt
and maintained the
Egyptian way of life.
Nubia established
trade among Africa,
Arabia, and India.
Assyria used a
sophisticated military
organization to
conquer an empire.
The empire engaged
in brutal treatment of
its conquered peoples.
Kings used harsh
taxes to control
conquered peoples.
Persian kings were
tolerant.
Kings permitted a
high degree of local
self-government.
The empire was
divided into 20
provinces.
Ethical systems laid
the groundwork for
a strong central
government.
The Qin Dynasty
defeated invaders,
crushed internal
resistance, and
united China.
China initiated a
sweeping program
of centralization.
110 Chapter 4
> STANDARDS-BASED ASSESSMENT
1
Use the quotation and your knowledge of world history to
answer questions 1 and 2.
Additional Test Practice, pp. S1-S33
PRIMARY SOURCE
Guide the people with governmental measures and control
or regulate them by the threat of punishment, and the
people will try to keep out of jail, but will have no sense of
honor or shame. Guide the people by virtue and control or
regulate them by // [moral rules and customs], and the
people will have a sense of honor and respect.
CONFUCIUS, Analects 2.3
1. Which phrase best describes Confucius's belief about human
nature and lawful behavior?
A. People are naturally moral and can control their behavior on
their own.
B. People are best controlled by fear.
C. People learn good behavior by example.
D. People cannot be controlled by any means.
2 . Which of the following rulers might have held a similar belief?
A. Shi Huangdi
B. Cyrus
C. King Ashurbanipal
D. Ramses II
INTEGRATED TECHNOLOGY
TEST PRACTICE Go to classzone.com
• Diagnostic tests • Strategies
• Tutorials • Additional practice
J
Use the relief below depicting King Ashurbanipal and his
queen at a garden party and your knowledge of world
history to answer question 3.
3. What characteristic of the Assyrians does this relief seem to
reflect?
A. their love of luxury
B. their military might
C. their administrative organization
D. their love of learning
ALTERNATIVE ASSESSMENT
1. Interact with History
Recall your discussion of the question on page 88: "How will
the empire help you or harm you?" You thought about the
advantages and disadvantages of empire before studying the
rise of the first great empires. Now that you've read the chapter,
rethink the advantages and disadvantages of empire. Discuss
the following questions with a small group:
• Do empires benefit conquered peoples?
• Do empires impose penalties on those they conquer?
• Which outweighs the other— the benefits or the penalties?
2. fV\ WRITING ABOUT HISTORY
Study page 108, which deals with the Great Wall of China.
Imagine that you are one of the workers who built the Great
Wall. Write three journal entries describing the following:
• the work you carry out on the Great Wall
• your experiences
• your impressions
INTEGRATED TECHNOLOGY
Creating a Web Site
Create a Web site on the first empires for a museum exhibit.
Choose one of these empires to research: Assyria, Kush,
Persia, or Qin. Consider including:
• art, artifacts, and maps
• a description of the empire with dates, location, and rulers
• information on major events and conflicts
• the rise and fall of the empire
• a discussion of the empire's legacy
• a list of Web sites used in your research
First Age of Empires 111
The Rise of Civilizations
Thousands of years ago, several societies in different parts of the world changed
from hunting and gathering to farming. Some began to produce surpluses of food
Those surpluses helped bring about the world’s first civilizations.
In Unit 1, you learned that most historians define civilization as a complex
culture with these five characteristics: (1) advanced cities, (2) specialized
workers, (3) complex institutions, (4) record keeping and writing, and
(5) advanced technology. You also learned about several early civilizations.
In the next six pages, you will explore what those ancient civilizations had
in common and how they differed.
The people of the Indus River valley
lived in highly planned cities. Later, a
new group moved into the area,
creating a civilization that still
influences South Asia.
Various peoples settled in the hills
and valleys of Palestine. One group-
the Israelites— was unique because
they worshiped only one god.
Along the Nile River, powerful rulers led
a dazzling civilization that produced
monuments, art, and religion that still
fascinate people today.
* <
Mediterranean Sea
isalenf
Babylon
a rap pa
Mohefjjo-Oaro t
The Tigris and Euphrates rivers
supported the different peoples of
Mesopotamia. The first civilization
there was based in city-states.
Bay of
Bengal
Arabian
Sea
112 Unit 1 Comparing & Contrasting
Palestine
Ancient Egypt
Mesopotamia
Ancient Civilizations over Time
Some of these ancient civilizations lasted only a few hundred years, but others lasted more
than 3,000 years. Earlier civilizations often had influence on later ones that shared the same
area. The civilizations shown here did not all develop in isolation of each other. Trade linked
some. Some fought wars against each other.
Civilizations of the Ancient World
REGION CIVILIZATION 3500 B.C. 3000 2500 2000 1500 1000 B.C.
Comparing &
Contrasting
, Which civilizations arose in river
valleys? What advantages did such a
location provide for their continued
development?
. What civilization area is the farthest
away from any other civilization area?
How might this distance have
affected that civilization?
The first civilization in China also
arose along rivers. As in South Asia,
features of this civilization still shape
life in the region today.
i . >/
Anyang
Sumerian
Mesopotamia Babylonian
Hittite
Palpctinp Phoenician
Israelite
1
i
Egypt Egyptian
Harappan
Indus Valiev
Aryan
China Shang/Zhou
tM
40 s N
4
113
Characteristics of Civilizations
The civilizations you studied in Unit 1 each demonstrated the five characteristics that
historians use to define a civilization.
& contrasting
Advanced Cities
Cities were key features of the ancient civilizations. These
cities were more than just collections of people. They were
also centers of political, economic, and religious life.
Specialized Workers
Surpluses of food allowed people to specialize in jobs outside
of agriculture. Specialized workers such as artisans, traders,
and soldiers strengthened and expanded civilization.
Complex Institutions
Complex institutions such as law codes, religion, and an
economy were another characteristic of ancient civilizations.
They organized, united, and helped civilizations to prosper.
Record Keeping and Writing
Each civilization developed a system of writing. Rulers could
record laws. Priests could write down important religious dates
and the rituals to follow. Merchants could record transactions.
Eventually, people used the writing system to record their
thoughts and ideas, creating literature and written history.
Advanced Technology
The civilizations developed new ways of doing work and
new materials to work with, such as metals and pottery.
They also developed tools like calendars to make their
world more orderly.
Indus Valley
L -
Mesopotamia
China
k .
Ancient Egypt
Palestine
Advanced
Cities
• Planned cities
had neatly laid-
out streets and
fortified areas.
• Cities had central
temples called
ziggurats.
• Cities had massive
earthen walls for
protection.
• Cities had power
over the
surrounding lands.
• Phoenician cities
were busy ports.
• Jerusalem had a
large temple.
Specialized
Workers
• Artisans made
various goods,
which traders
exchanged with
other peoples.
• Priests, warriors,
scribes, artisans,
and farmers all
had special tasks.
• Warriors defended
the land.
• Artisans made
beautiful and
useful items.
• Rulers, officials,
priests, and
wealthy land-
owners led
society.
• Phoenician sailors
carried goods.
• Israelite religious
leaders had great
influence.
Complex
Institutions
• Rulers organized
the work of laying
out the cities.
• Priests and then
kings ran the
cities.
• Rulers created
written law codes.
• Rulers organized
workers to build
canals and city
walls.
• Pharaohs ordered
people to build
elaborate tombs.
• Priests ran large
temples.
• Israelites
developed the
belief in one god.
They saw the law
as a gift from God.
Record
Keeping
and Writing
• The system of
writing has not yet
been deciphered.
• Cuneiform was
the world's first
system of writing.
• The writing system
helped unify
peoples with
different languages
because characters
stood for ideas.
• Hieroglyphic
writing had
symbols that
stood for ideas
and for sounds.
• The Phoenician
alphabet became
the basis of many
alphabets.
Advanced
Technology
• Engineers made
sophisticated
buildings and
plumbing
systems.
• Sumerians
invented the
wheel, the sail,
and the plow, and
discovered how to
make bronze.
• The Chinese
refined bronze
casting technology
and valuable silk
cloth production.
• Advances
were made in
engineering,
astronomy,
and medicine.
• Phoenicians
built ships with
advances such
as the steering
oar and the sail.
SKILLBUILDER: Interpreting Charts
1 . Synthesizing How important was religion to these civilizations?
2. Analyzing Motives How did the Chinese system of writing contribute to the spread of Chinese civilization?
114 Unit 1 Comparing & Contrasting
Development of Law
Laws are a complex institution of civilizations. They are designed to do many
things — settle conflicts between individuals, provide citizens with guidance on
proper behavior, and outline an individual’s relationship with the government. Thus,
laws are important for building stable civilizations.
PRIMARY SOURCE
INTERACTIVE
Hammurabi’s Code
If a son has struck his father, they shall
cut off his hand.
If a [noble] has destroyed the eye of a
[noble], they shall destroy his eye.
If he has broken another [noble's]
bone, they shall break his bone.
If he has destroyed the eye of a
commoner or broken the bone of a
commoner, he shall pay one mina of
silver.
If he has destroyed the eye of a
[noble's] slave or broken the bone of
a [noble's] slave, he shall pay one-
half [the slave's] value.
If a [noble] has knocked out the tooth
of a [noble], they shall knock out his
tooth.
If he has knocked out a commoner's
tooth, he shall pay one-third mina of
silver.
DOCUMENT-BASED QUESTION
Is the Code applied equally to all
people? Explain your answer.
PRIMARY SOURCE
Confucius
PRIMARY SOURCE
INTER ACTIVE
Old Testament
Whoever strikes a man so that he dies shall be put to death. But if
he did not lie in wait for him, but God let him fall into his hand,
then I will appoint for you a place to which he may flee. . . .
Whoever strikes his father or his mother shall be put to death
Whoever curses his father or his mother shall be put to death.
When men quarrel and one strikes the other with a stone or with
his fist and the man does not die but keeps his bed, then if the man
rises again and walks abroad with his staff, he that struck him shall
be clear; only he shall pay for the loss of his time. . . .
When a man strikes his slave, male or female, with a rod and the
slave dies under his hand, he shall be punished. . . .
When a man strikes the eye of his slave, male or female, and
destroys it, he shall let the slave go free for the eye's sake. If he
knocks out the tooth of his slave, male or female, he shall let the
slave go free for the tooth's sake.
INTERACTIVE
DOCUMENT-BASED QUESTION
What principle underlies
these laws? How would you
describe the punishments
in these laws?
The Master said, "A young man's duty is to behave well to his
parents at home and to his elders abroad, to be cautious in
giving promises and punctual in keeping them, to have kindly
feelings towards everyone, but seek the intimacy of the Good."
The Master said, "Govern the people by regulations, keep
order among them by chastisements, and they will flee from
you, and lose all self-respect. Govern them by moral force,
keep order among them by ritual, and they will keep their
self-respect and come to you of their own accord."
DOCUMENT-BASED QUESTION
I/I//? of behavior does Confucius expect of
ordinary people and of rulers?
Comparing &
Contrasting
1. How is the treatment of slaves in
Hammurabi's Code and the Old
Testament laws similar? How is it
different?
2. For which of the civilizations on the
chart do you think laws were most
important? Why?
4
115
unit 1 Comparing & Contrasting: Ancient Civilizations
"
Record Keeping and Writing
As institutions became more complex, people realized the need for record keeping.
Officials tracked taxes and laws, priests recorded important rituals, and merchants
totaled accounts. Record keeping provided stability for the complex institutions.
_
PRIMARY SOURCE
PRIMARY SOURCE
Indus Valley Seals
DOCUMENT-BASED QUESTION
Based on what you see on this
seal \ what are some possibilities
for its translation?
The system of writing used in the Indus Valley has not been
deciphered. Scholars have identified about 400 symbols, but they do
not know if these stand for ideas or
sounds. Many of the examples are
found on small seals. The seals
might have been used to mark
objects to show ownership. In that
case, the symbols might give a
person’s name.
Sumerian Cuneiform
Cuneiform originated in people’s
desire to keep track of goods they
owned. By around 3000 b.c.,
Sumerians had more than 1 ,000
symbols. Each stood for an idea.
Later, symbols stood for sounds. This
system of writing was used in
Mesopotamia for about 3,000 years.
Different peoples adapted it for their
own languages. At first, cuneiform
was read from top to bottom. Later,
it was read from left to right.
DOCUMENT-BASED QUESTION
PRIMARY SOURCE
Egyptian Hieroglyphics
Hieroglyphics were read in the
direction that the human and animal
heads faced. Usually this was from
right to left. Sometimes, though, the
direction could be changed to make a
more pleasing appearance. Some
symbols stood for ideas. Some stood
for consonant sounds — vowels were
not included. Some gave clues to how
a word was used, such as whether a
name referred to a person or a place.
What visual clue suggests that this
cuneiform sample was read from left
to right and not top to bottom?
PRIMARY SOURCE
Phoenician Alphabet
The alphabet used by the ancient Phoenicians had symbols for 22
consonants. This alphabet was adapted by the Greeks, and it became
the basis for writing all European languages. The Phoenician
alphabet also influenced how Hebrew and Arabic were written, and it
was adapted to write the languages of India and Ethiopia.
DOCUMENT-BASED QUESTION
In the bottom row on the left , you
can see an owl. What other symbols
do you recognize?
DOCUMENT-BASED QUESTION
Do any of the letters in this Phoenician sample look similar to letters
we use today? If so, which ones?
116 Unit 1 Comparing & Contrasting
Advanced Technology
New technologies gave the ancient civilizations new ways of solving problems.
Some solved age-old problems — for example, the plow made it easier to till the
soil. Some solved new problems. Egyptians learned how to embalm the bodies of
dead rulers as part of their complex beliefs about life after death.
PRIMARY SOURCE
Phoenician Sailing
The Phoenicians traded throughout the Mediterranean Sea and beyond. They were the most skilled
sailors of their time. The first ships relied on rowers and did not have sails. They also lacked
rudders for steering. By about 700 b.c., though, the Phoenicians had made advances. They added
long steering oars in the back and a single sail, which could catch the wind and move the ship
forward. Captains came to rely on the sails, though rowers had to work when the
weather was calm or when the wind was not blowing from behind the ship.
DOCUMENT-BASED QUESTION
What is the advantage
of having a sail on the ship?
Bronze from Shang China
During the Shang Dynasty, Chinese
artisans grew highly skilled at making
bronze. Bronze is a mixture of copper
and tin. They made bronze weapons
and vessels for religious ceremonies.
Bronzes were made by creating pottery
molds that were carved on the inside,
in reverse, to leave the desired pattern
on the final object. Hot liquid bronze
was poured inside. When it had cooled,
the pottery molds were broken.
DOCUMENT-BASED QUESTION
What does the intricate detail of this
piece suggest about Shang society?
Comparing &C Contrasting
1. How do the ancient systems of writing differ from the way words
are written today?
2. What role did trade play in the development of writing?
3. Which technological advances do you think were more
important— Chinese skill in making bronzes or Phoenician skill
in sailing? Why?
EXTENSION ACTIVITY
Technological changes have continued throughout history.
Choose one area of life, such as land transportation,
communication, medicine, or raising food. Using this textbook
or an encyclopedia, find out what technology one of these
ancient civilizations had in that area. Then identify technological
changes in that area over the centuries. Create an illustrated
time line to show how that technology has changed.
117
New Directions
in Government
and Society
2000 B.C. - A.D. 700
:K
This painting of Athens shows why the
Greeks called the main district of
government and religious buildings an
acropolis, meaning city at the top. Such
buildings were constructed in the highest,
most easily defended part of the city.
Classical Ages
In Unit 2, you will learn that Greece had a classical age, a time of
great cultural achievement that left an enduring legacy. At the end
of the unit, you will have a chance to compare and contrast
Greece's classical age with several others. (See pages 252-257.)
119
CHAPTER
Classical Greece,
2000 B.C.-300 B.c.
Previewing Main Ideas
I POWER AND AUTHORITY | In the Greek city-state of Athens, a new form of
government developed-democracy-in which citizens exercised power.
Geography What geographic factors might have confined democracy
largely to Athens?
| CULTURAL INTERACTION 1 Alexander the Great spread Greek culture
throughout much of Asia. Greek, Egyptian, and Asian cultures then blended
to create Hellenistic culture.
Geography Why might the sea have been important to the spread of
Greek culture?
| EMPIRE BUILDINGl Athens assumed control of a defense league and
eventually built it into an empire. Later, Alexander conquered the Persian
Empire and beyond to create a vast new empire of his own.
Geography What geographic features might have strengthened the
Macedonian desire to build an empire to the south and east?
INTEGRATED TECHNOLOGY
eEdition
L INTERNET RESOURCES
• Interactive Maps
Go to classzone.com for:
• Interactive Visuals
• Research Links
• Maps
• Interactive Primary Sources
• Internet Activities
• Test Practice
• Primary Sources
• Chapter Quiz
• Current Events
THRACE
Abdera
Maronea
MACEDONIA
Mi, Olympus
I i Greek homeland in 750 BC.
• City-State
* Greek Settlement
EPIRUS
Ionian
Sea
Thebes,
Com
Mycenae,
Argos 1
foponnem
Miletus
Elevation profile of Greece at 38 N
Crete
100 Kifometefs
Conic Projection
321 b.c,
Chandragupta
founds Mauryan
Empire in India,
121
Greek City-States, 750 b.c
Topography
850 B.c.
1027 b.c
500 b.c.
< Zhou Dynasty
Assyrians expand
< Zapotec of Mexico
begins in China,
their empire.
build Monte Alban.
(Zhou animal mask)
(Zapotec shield)
1200 b.c.
750 B.C.
479 B.C.
334 b.c.
Trojan war
Creek city-states
Greece triumphs
Alexander starts
takes place.
flourish.
in Persian Wars.
to build his empire.
Interact
with
History
What does this art tell
you about Greek culture f
When you think of ancient Greece, what is the first thing that
comes to mind? You can learn a lot about a culture from its
works of art and literature, as well as from the statements of its
leaders, philosophers, and historians. Look at these Greek
works of art and read the quotations.
a This stone relief panel of
Democracy crowning Athens was
placed in the marketplace, where
citizens could see it daily.
“ Our constitution is called a
democracy because power is in
the hands not of a minority but
of the whole people .”
PERICLES, an Athenian statesman
“As an oak tree falls on the hillside
crushing all that lies beneath, so
Theseus. He presses out the life, the
brute s savage life, and now it lies
dead.”
EDITH HAMILTON, "Theseus," Mythology
▼ This plate shows Theseus, the
greatest hero of Athens, killing the
mythological beast the Minotaur.
a The Greeks often adorned
their public buildings with
graceful sculptures of gods
and goddesses.
“For we are lovers of
the beautiful in our tastes.”
THUCYDIDES, a historian
EXAMINING the ISSUES
• What does the relief panel suggest about the role of
democracy in Greek society?
• Why might the Greeks decorate pottery with a heroic scene?
• Why might the Greeks place graceful statues in and around
their public buildings?
Break into small groups and discuss what these artworks suggest
about ancient Greek culture. Also discuss what the quotations tell
you about the culture and its ideals. As you read about ancient
Greece, think about how its culture influenced later civilizations.
1 22 Chapter 5
Cultures of the
Mountains and the Sea
MAIN IDEA
CULTURAL INTERACTION The The seeds of much of Western • Mycenaean • Homer
roots of Greek culture are based cultural heritage were planted • Trojan War • epic
on interaction of the Mycenaean, during this time period. • Dorian • myth
Minoan, and Dorian cultures.
WHY IT MATTERS NOW
■ I
TERMS & NAMES
J
SETTING THE STAGE In ancient times, Greece was not a united country. It
was a collection of separate lands where Greek- speaking people lived. By
3000 b.c., the Minoans lived on the large Greek island of Crete. The Minoans
created an elegant civilization that had great power in the Mediterranean world.
At the same time, people from the plains along the Black Sea and Anatolia
migrated and settled in mainland Greece.
Geography Shapes Greek Life
Ancient Greece consisted mainly of a mountainous peninsula jutting out into the
Mediterranean Sea. It also included about 2,000 islands in the Aegean
(ih*JEE*uhn) and Ionian (eye*OH*nee*uhn) seas. Lands on the eastern edge of
the Aegean were also part of ancient Greece. (See the map on page 121.) The
region’s physical geography directly shaped Greek traditions and customs.
The Sea The sea shaped Greek civilization just as rivers shaped the ancient
civilizations of Egypt, the Fertile Crescent, India, and China. In one sense, the
Greeks did not live on a land but around a sea. Greeks rarely had to travel more
than 85 miles to reach the coastline. The Aegean Sea, the Ionian Sea, and the
neighboring Black Sea were important transportation routes for the Greek peo-
ple. These seaways linked most parts of Greece. As the Greeks became skilled
sailors, sea travel connected Greece with other societies. Sea travel and trade
were also important because Greece lacked natural resources, such as timber,
precious metals, and usable farmland.
TAKING NOTES
Categorizing Use a
chart to organize
information about the
roots of Greek culture.
Culture
Contribution
tAinoan
Writing System-
pottery designs
Mycenaean
Dorian
The Land Rugged mountains covered about three-fourths of ancient Greece.
The mountain chains ran mainly from northwest to southeast along the Balkan
Peninsula. Mountains divided the land into a number of different regions. This
significantly influenced Greek political life. Instead of a single government, the
Greeks developed small, independent communities within each little valley and its
surrounding mountains. Most Greeks gave their loyalty to these local communities.
In ancient times, the uneven terrain also made land transportation difficult. Of
the few roads that existed, most were little more than dirt paths. It often took
travelers several days to complete a journey that might take a few hours today.
Much of the land itself was stony, and only a small part of it was arable, or
suitable for farming. Tiny but fertile valleys covered about one-fourth of Greece.
Classical Greece 123
The small streams that watered these valleys were not suitable for large-scale
irrigation projects. With so little fertile farmland or fresh water for irrigation,
Greece was never able to support a large population. Historians estimate that no
more than a few million people lived in ancient Greece at any given time. Even this
small population could not expect the land to support a life of luxury. A desire for
more living space, grassland for raising livestock, and adequate farmland may have
been factors that motivated the Greeks to seek new sites for colonies. A,
The Climate Climate was the third important environmental influence on Greek
civilization. Greece has a varied climate, with temperatures averaging 48 degrees
Fahrenheit in the winter and 80 degrees Fahrenheit in the summer. In ancient times,
these moderate temperatures supported an outdoor life for many Greek citizens.
Men spent much of their leisure time at outdoor public events. They met often to
discuss public issues, exchange news, and take an active part in civic life.
MAIN IDEA
Analyzing Causes
Aj In what ways
did Greece's loca-
tion by the sea and
its mountainous
land affect its
development?
Mycenaean Civilization Develops
As Chapter 3 explained, a large wave of Indo-Europeans migrated from the
Eurasian steppes to Europe, India, and Southwest Asia. Some of the people who
settled on the Greek mainland around 2000 b.c. were later known as Mycenaeans .
The name came from their leading city, Mycenae (my*SEE*nee).
Mycenae was located in southern Greece on a steep, rocky ridge and surrounded
by a protective wall more than 20 feet thick. The fortified city of Mycenae could
withstand almost any attack. From Mycenae, a warrior-king ruled the surrounding
villages and farms. Strong rulers controlled the areas around other Mycenaean
cities, such as Tiryns and Athens. These kings dominated Greece from about 1600
to 1100 B.C.
Black Sea
ITTITE
MPIRE
Lesbos ^ ---
Aegean
Sea^
ANATOLIA
Euboea'
0rchomenos a Gl<
Thebes*
Samos
Miletus
Mycenae 1
Peloponnesi
Pylos f C^J0
" Rhodes
Cyprus
Crete
200 Kilometers
Mycenaean Greece, c. 1250 b.c.
7 *
Ionian
Sea
16°E
GEOGRAPHY SKILLBUILDER:
Interpreting Maps
1 . Location Where was the center of the
Mycenaean Civilization located?
2. Movement Based on the map , how
did Mycenaean traders conduct most
of their trade?
is] Mycenaean Greece
* Mycenaean city
* Other city
Trade routes
M Battle
124
M AIN IDEA
Recognizing
Effects
E> How did
contact with the
Minoans affect
Mycenaean culture?
Contact with Minoans Sometime after
1500 b.c., through either trade or war, the
Mycenaeans came into contact with the
Minoan civilization. From their contact
with the Minoans, the Mycenaeans saw
the value of seaborne trade. Mycenaean
traders soon sailed throughout the eastern
Mediterranean, making stops at Aegean
islands, coastal towns in Anatolia, and
ports in Syria, Egypt, Italy, and Crete.
The Minoans also influenced the
Mycenaeans in other ways. The Myce-
naeans adapted the Minoan writing sys-
tem to the Greek language and decorated
vases with Minoan designs. The Minoan-
infiuenced culture of Mycenae formed the
core of Greek religious practice, art,
politics, and literature. Indeed, Western
civilization has its roots in these two
early Mediterranean civilizations. B;
The Trojan War During the 1200s b.c.,
the Mycenaeans fought a ten-year war against Troy, an independent trading city
located in Anatolia. According to legend, a Greek army besieged and destroyed
Troy because a Trojan prince had kidnapped Helen, the beautiful wife of a
Greek king.
For many years, historians thought that the legendary stories told of the Trojan
War were totally fictional. However, excavations conducted in northwestern
Turkey during the 1870s by German archaeologist Heinrich Schliemann sug-
gested that the stories of the Trojan War might have been based on real cities,
people, and events. Further archaeological studies conducted in the 20th century
support Schliemann’s findings. Although the exact nature of the Trojan War
remains unclear, this attack on Troy was almost certainly one of the last Mycenaean
battle campaigns.
▲ Greek stories
tell of their army's
capture of the leg-
endary city of Troy
by hiding soldiers
in a hollow
wooden horse.
Greek Culture Declines Under the Dorians
Not long after the Trojan War, Mycenaean civilization collapsed. Around 1200 b.c.,
sea raiders attacked and burned many Mycenaean cities. According to tradition, a
new group of people, the Dorians (DAWR*ee*uhnz), moved into the war-torn
countryside. The Dorians spoke a dialect of Greek and may have been distant
relatives of the Bronze Age Greeks.
The Dorians were far less advanced than the Mycenaeans. The economy
collapsed and trade eventually came to a standstill soon after their arrival. Most
important to historians, Greeks appear to have temporarily lost the art of writing
during the Dorian Age. No written record exists from the 400-year period between
1150 and 750 b.c. As a result, little is known about this period of Greek history.
Epics of Homer Lacking writing, the Greeks of this time learned about their
history through the spoken word. According to tradition, the greatest storyteller
was a blind man named Homer . Little is known of his personal life. Some historians
believe that Homer composed his epics , narrative poems celebrating heroic deeds,
sometime between 750 and 700 b.c. The Trojan War forms the backdrop for one of
Homer’s great epic poems, the Iliad.
Classical Greece 125
The heroes of the Iliad are warriors: the fierce Greek Achilles
(uh*KIHL*eez) and the courageous and noble Hector of Troy. In the
following dramatic excerpt, Hector’s wife begs him not to fight Achilles:
PRIMARY SOURCE
"My dear husband, your warlike spirit will be your death. You've no
compassion for your infant child, for me, your sad wife, who before long
will be your widow. ... As for me, it would be better, if I'm to lose you,
to be buried in the ground. . .
Great Hector . . . replied, "Wife, all this concerns me, too. But fd be
disgraced, dreadfully shamed . . . , if I should slink away from war, like a
coward. [F]or I have learned always to be brave, to fight alongside Trojans
at the front, striving to win great fame for my father, for myself."
HOMER, the Iliad (translated by Ian Johnston)
Hector’s response to his wife gives insight into the Greek heroic
ideal of arete (ar*uh*TAY), meaning virtue and excellence. A Greek
could display this ideal on the battlefield in combat or in athletic
contests on the playing field.
Greeks Create Myths The Greeks developed a rich set of myths , or traditional
stories, about their gods. The works of Homer and another epic, Theogony by
Hesiod, are the source of much of Greek mythology. Through the myths, the Greeks
sought to understand the mysteries of nature and the power of human passions.
Myths explained the changing of the seasons, for example.
Greeks attributed human qualities, such as love, hate, and jealousy, to their
gods. The gods quarreled and competed with each other constantly. However,
unlike humans, the gods lived forever. Zeus, the ruler of the gods, lived on Mount
Olympus with his wife, Hera. Hera was often jealous of Zeus’ relationships with
other women. Athena, goddess of wisdom, was Zeus’ daughter and his favorite
child. The Greeks thought of Athena as the guardian of cities, especially of
Athens, which was named in her honor. You will learn about Athens and other
cities in Section 2.
A This is a
marble sculpture
of Polyphemus— a
cyclops, or one-
eyed monster—
who appears in
another of
Homer's epics,
the Odyssey.
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Mycenaean • Trojan War • Dorian • Homer • epic • myth
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which of the cultures on your
chart do you think contributed
the most to Greek culture?
Explain.
Culture
Contribution
hVnoa.fi
Writing System:
pottery designs
Mycenaean
Doria.fi
3. What impact did nearness to
the sea have on the
development of Greece?
4. What aspects of culture did the
Mycenaeans adopt from the
Minoans?
5. Why were the epics of
importance to the Greeks of
the Dorian period?
6. DRAWING CONCLUSIONS How did the physical geography
of Greece cause Greek-speaking peoples to develop
separate, isolated communities?
7. ANALYZING CAUSES Other than the explanation offered in
the legend, why do you think the Greeks went to war
with Troy?
8. MAKING INFERENCES The Dorian period is often called
Greece's Dark Age. Why do you think this is so?
9. WRITING ACTIVITY CULTURAL INTERACTION | Write an
expository essay explaining why the Greek epics and
myths are so well known and studied in today's society.
CONNECT TO TODAY
WRITING EXPLANATIONS
Many names and phrases from this period of Greek history have been absorbed into the
English language. Use library resources to find examples, such as Achilles heel, Homeric, and
Trojan horse. Write a brief explanation of each example.
126 Chapter 5
Warring City-States
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
POWER AND AUTHORITY The Many political systems in today's
growth of city-states in Greece world mirror the varied forms of
led to the development of government that evolved in
several political systems, Greece,
including democracy.
• polis
• acropolis
• monarchy
• aristocracy
• oligarchy
• tyrant
• democracy
• helot
• phalanx
• Persian Wars
SETTING THE STAGE During the Dorian period, Greek civilization
experienced decline. However, two things changed life in Greece. First, Dorians
and Mycenaeans alike began to identify less with the culture of their ancestors
and more with the local area where they lived. Second, by the end of this period,
the method of governing areas had changed from tribal or clan control to more
formal governments — the city-states.
Rule and Order in Greek City-States
By 750 B.C., the city-state, or polis . was the fundamental political unit in ancient
Greece. A polis was made up of a city and its surrounding countryside, which
included numerous villages. Most city-states controlled between 50 and 500
square miles of territory. They were often home to fewer than 10,000 residents.
At the agora, or marketplace, or on a fortified hilltop called an acropolis
(uh*KRAHP*uh*lihs), citizens gathered to discuss city government.
Greek Political Structures Greek city-states had many different forms of
government. (See the chart on page 128.) In some, a single person, called a king,
ruled in a government called a monarchy . Others adopted an aristocracy
(AR*ih*STAHK*ruh*see), a government ruled by a small group of noble,
landowning families. These very rich families often gained political power after
serving in a king’s military cavalry. Later, as trade expanded, a new class of
wealthy merchants and artisans emerged in some cities. When these groups
became dissatisfied with aristocratic rule, they sometimes took power or shared
it with the nobility. They formed an oli garchy , a government ruled by a few
powerful people.
Tyrants Seize Power In many city-states, repeated clashes occurred between
rulers and the common people. Powerful individuals, usually nobles or other
wealthy citizens, sometimes seized control of the government by appealing to the
common people for support. These rulers were called tyrants . Unlike today,
tyrants generally were not considered harsh and cruel. Rather, they were looked
upon as leaders who would work for the interests of the ordinary people. Once
in power, for example, tyrants often set up building programs to provide jobs and
housing for their supporters.
TAKING NOTES
Following
Chronological Order
On a double time line,
note the important
events in the
development of
Athens and Sparta.
Athens
Sparta.
Classical Greece 127
Athens Builds a Limited Democracy
The idea of representative government also began to take root in some city-states,
particularly Athens. Like other city-states, Athens went through power struggles
between rich and poor. However, Athenians avoided major political upheavals by
making timely reforms. Athenian reformers moved toward democracy , rule by the
people. In Athens, citizens participated directly in political decision making.
Building Democracy The first step toward democracy came when a nobleman
named Draco took power. In 621 b.c., Draco developed a legal code based on the
idea that all Athenians, rich and poor, were equal under the law. Draco’s code dealt
very harshly with criminals, making death the punishment for practically every
crime. It also upheld such practices as debt slavery, in which debtors worked as
slaves to repay their debts.
More far-reaching democratic reforms were introduced by Solon (SOluhn),
who came to power in 594 b.c. Stating that no citizen should own another citizen,
Solon outlawed debt slavery. He organized all Athenian citizens into four social
classes according to wealth. Only members of the top three classes could hold
political office. However, all citizens, regardless of class, could participate in the
Athenian assembly. Solon also introduced the legal concept that any citizen could
bring charges against wrongdoers.
Around 500 b.c., the Athenian leader Cleisthenes (KLYS # thuh*NEEz) introduced
further reforms. He broke up the power of the nobility by organizing citizens into ten
groups based on where they lived rather than on their wealth. He also increased the
power of the assembly by allowing all citizens to submit laws for debate and passage.
Cleisthenes then created the Council of Five Hundred. This body proposed laws and
counseled the assembly. Council members were chosen by lot, or at random.
The reforms of Cleisthenes allowed Athenian citizens to participate in a limited
democracy. However, citizenship was restricted to a relatively small number of
Athenians. Only free adult male property owners born in Athens were considered
citizens. Women, slaves, and foreigners were excluded from citizenship and had
few rights, hj
Athenian Education For the most part, only the sons of wealthy families received
formal education. Schooling began around the age of seven and largely prepared
boys to be good citizens. They studied reading, grammar, poetry, history, mathe-
matics, and music. Because citizens were expected to debate issues in the assem-
bly, boys also received training in logic and public speaking. And since the Greeks
believed that it was important to train and develop the body, part of each day
Vocabulary
The legal code pre-
pared by Draco was
so harsh that the
word draconian has
come to mean
"extreme cruelty or
severity."
MAIN IDEA
Contrasting
How is
Athenian democ-
racy different from
modern American
democracy?
Forms of Government
Monarchy
State ruled by a king
Rule is hereditary
Some rulers claim
divine right
Practiced in Mycenae
by 2000 b.c.
Aristocracy pqj
Oligarchy A1
• State ruled by nobility
• State ruled by a small a
• Rule is hereditary and
group of citizens £^[
based on family ties, ,
• Rule is based on wealth ««
social rank, wealth
or ability X
• Social status and wealth
• Ruling group controls
support rulers' authority
military
• Practiced in Athens prior
• Practiced in Sparta by 500 b.c.
to 594 b.c.
Direct Democracy # 0
State ruled by its
citizens
Rule is based on
citizenship
Majority rule decides vote
Practiced in Athens by
about 500 B.c.
SKILLBUILDER: Interpreting Charts
1 . Summarizing Which forms of government feature rule based on wealth or property ownership?
2 . Clarifying In which form of government do citizens have the most power?
128 Chapter 5
Analyzing Primary Sources
A Husband's Advice
In this excerpt from The Economist , the Greek historian
Xenophon describes how a husband might respond to his
wife's question about how she could remain attractive:
PRIMARY SOURCE
I counseled her to oversee the baking woman as
she made the bread; to stand beside the
housekeeper as she measured out her stores; to
go on tours of inspection to see if all things were
in order as they should be. For, as it seemed to
me, this would at once be walking exercise and
supervision. And, as an excellent gymnastic, I
recommended her to knead the dough and roll the
paste; to shake the coverlets and make the beds;
adding, if she trained herself in exercise of this sort
she would enjoy her food, grow vigorous in health,
and her complexion would in very truth be lovelier.
The very look and aspect of the wife.
XENOPHON, The Economist, Book 10 (Translated by
H. G. Dakyns)
DOCUMENT-BASED QUESTIONS
1 . Making Inferences What is the husband
suggesting in his advice to his wife?
2 . Synthesizing How is the husband's
advice representative of Athenian
attitudes toward women?
was spent in athletic activities. When they got older, boys went to military school to
help them prepare for another important duty of citizenship — defending Athens.
Athenian girls did not attend school. Rather, they were educated at home by
their mothers and other female members of the household. They learned about
child-rearing, weaving cloth, preparing meals, managing the household, and other
skills that helped them become good wives and mothers. Some women were able
to take their education farther and learned to read and write. A few even became
accomplished writers. Even so, most women had very little to do with Athenian life
outside the boundaries of family and home.
Sparta Builds a Military State
Located in the southern part of Greece known as the Peloponnesus
(PEHL*uh*puh*NEE*sus), Sparta was nearly cut off from the rest of Greece by the
Gulf of Corinth. (See the map on page 121.) In outlook and values, Sparta
contrasted sharply with the other city-states, Athens in particular. Instead of a
democracy, Sparta built a military state.
Sparta Dominates Messenians Around 725 b.c., Sparta conquered the
neighboring region of Messenia and took over the land. The Messenians became
helots (HEHLmhts), peasants forced to stay on the land they worked. Each year,
the Spartans demanded half of the helots’ crops. In about 650 b.c., the Messenians,
resentful of the Spartans’ harsh rule, revolted. The Spartans, who were outnum-
bered eight to one, just barely put down the revolt. Shocked at their vulnerability,
they dedicated themselves to making Sparta a strong city-state.
Classical Greece 129
History n Depth
Festivals and Sports
SKILLBUILDER: Interpreting Visual Sources
1. Evaluating Decisions Do you think it was a good decision for the
Greeks to add more sporting events to the Olympics? Explain.
2. Comparing and Contrasting How are today's Olympics similar to
and different from the Olympics in ancient Greece ?
it* ,‘i . / r i.i U
The ancient Greeks believed that strong healthy citizens helped strengthen
the city-state. They often included sporting events in the festivals they held
to honor their gods. The most famous sports festival was the Olympic
games, held every four years. Records of Olympics winners started in
776 b.c. At first, the festival lasted only one day and had only one contest,
a race called the stade. Later, many other events were added, including a
long-distance race, wrestling, the long jump, the javelin, and the discus
throw. The Olympics was expanded to five days in 472 b.c.
Women's Sports ►
Women had their own sports festival in
ancient Greece. It was the festival devoted
to Hera, the wife of Zeus. Like the Olympics,
the Hera festival was held every four years,
of the main events was a foot race
for unmarried women.
◄ Discus Thrower
Ancient athletes, such as this discus thrower,
would be considered amateurs today because
they received no pay for competing. However, they
trained rigorously for months at a time. Victors
were given lavish gifts and were hailed as heroes.
Many athletes competed full-time.
T Mount Olympus
The ancient Olympics honored Zeus, the father of
all Greek gods and goddesses. According to legend,
Zeus hurled a thunderbolt from Mount Olympus at
a spot in rural Greece. An altar for Zeus was built on
that spot. Eventually, many buildings were erected
around the altar. This area was called Olympia and
became the site for the Olympic games.
1 30 Chapter 5
MAIN IDEA
Comparing
5/ How would you
compare the ideals
of Spartan and
Athenian
societies?
Sparta's Government and Society Spartan government had several branches. An
assembly, which was composed of all Spartan citizens, elected officials and voted
on major issues. The Council of Elders, made up of 30 older citizens, proposed
laws on which the assembly voted. Five elected officials carried out the laws
passed by the assembly. These men also controlled education and prosecuted court
cases. In addition, two kings ruled over Sparta’s military forces.
The Spartan social order consisted of several groups. The first were citizens
descended from the original inhabitants of the region. This group included the rul-
ing families who owned the land. A second group, noncitizens who were free,
worked in commerce and industry. The helots, at the bottom of Spartan society,
were little better than slaves. They worked in the fields or as house servants.
Spartan Daily Life From around 600 until 371 b.c., Sparta had the most powerful
army in Greece. However, the Spartan people paid a high price for their military
supremacy. All forms of individual expression were discouraged. As a result,
Spartans did not value the arts, literature, or other artistic and intellectual pursuits.
Spartans valued duty, strength, and discipline over freedom, individuality, beauty,
and learning. Rj
Since men were expected to serve in the army until the age of 60, their daily life
centered on military training. Boys left home when they were 7 and moved into
army barracks, where they stayed until they reached the age of 30. They spent their
days marching, exercising, and fighting. They undertook these activities in all
weathers, wearing only light tunics and no shoes. At night, they slept without
blankets on hard benches. Their daily diet consisted of little more than a bowl of
coarse black porridge. Those who were not satisfied were encouraged to steal food.
Such training produced tough, resourceful soldiers.
Spartan girls also led hardy lives. They received some military training, and they
also ran, wrestled, and played sports. Like boys, girls were taught to put service to
Sparta above everything — even love of family. A legend says that Spartan women
told husbands and sons going to war to “come back with your shield or on it.” As
adults, Spartan women had considerable freedom, especially in running the family
estates when their husbands were on active military service. Such freedom sur-
prised men from other Greek city-states. This was particularly true of Athens,
where women were expected to remain out of sight and quietly raise children.
The Persian Wars
Danger of a helot revolt led Sparta to become a military state. Struggles between
rich and poor led Athens to become a democracy. The greatest danger of all —
invasion by Persian armies — moved Sparta and Athens alike to their greatest glory.
A New Kind of Army Emerges During the Dorian Age, only the rich could afford
bronze spears, shields, breastplates, and chariots. Thus, only the rich served in
armies. Iron later replaced bronze in the manufacture of weapons. Harder than
bronze, iron was more common and therefore cheaper. Soon, ordinary citizens
could afford to arm and defend themselves. The shift from bronze to iron weapons
made possible a new kind of army composed not only of the rich but also of mer-
chants, artisans, and small landowners. The foot soldiers of this army, called
hoplites, stood side by side, each holding a spear in one hand and a shield in the
other. This fearsome formation, or phalanx (FAY*langks), became the most
powerful fighting force in the ancient world.
Battle at Marathon The Persian Wars , between Greece and the Persian Empire,
began in Ionia on the coast of Anatolia. (See the map on page 132.) Greeks had
long been settled there, but around 546 b.c., the Persians conquered the area. When
Classical Greece 131
Ionian Greeks revolted, Athens sent ships and soldiers to their aid. The Persian king
Darius the Great defeated the rebels and then vowed to destroy Athens in revenge.
In 490 b.c., a Persian fleet carried 25,000 men across the Aegean Sea and landed
northeast of Athens on a plain called Marathon. There, 10,000 Athenians, neatly
arranged in phalanxes, waited for them. Vastly outnumbered, the Greek soldiers
charged. The Persians, who wore light armor and lacked training in this kind of
land combat, were no match for the disciplined Greek phalanx. After several hours,
the Persians fled the battlefield. The Persians lost more than 6,000 men. In contrast,
Athenian casualties numbered fewer than 200.
Pheidippides Brings News Though the Athenians won the battle, their city now
stood defenseless. According to tradition, army leaders chose a young runner named
Pheidippides (fy*DIP*uh*DEEz) to race back to Athens. He brought news of the
Persian defeat so that Athenians would not give up the city without a fight. Dashing
the 26 miles from Marathon to Athens, Pheidippides delivered his message,
“Rejoice, we conquer.” He then collapsed and died. Moving rapidly from Marathon,
the Greek army arrived in Athens not long after. When the Persians sailed into the
harbor, they found the city heavily defended. They quickly put to sea in retreat.
Thermopylae and Salamis Ten years later, in 480 b.c., Darius the Great’s son
and successor, Xerxes (ZURK*seez), assembled an enormous invasion force to
crush Athens. The Greeks were badly divided. Some city-states agreed to fight the
Persians. Others thought it wiser to let
Xerxes destroy Athens and return home.
Some Greeks even fought on the Persian
side. Consequently, Xerxes’ army met
no resistance as it marched down the
eastern coast of Greece.
When Xerxes came to a narrow
mountain pass at Thermopylae
(thur*MAHP*uh*lee), 7,000 Greeks,
including 300 Spartans, blocked his
way. Xerxes assumed that his troops
would easily push the Greeks aside.
However, he underestimated their fight-
ing ability. The Greeks stopped the
Persian advance for three days. Only a
traitor’s informing the Persians about a
secret path around the pass ended their
brave stand. Fearing defeat, the Spartans
held the Persians back while the other
Greek forces retreated. The Spartans’
valiant sacrifice — all were killed —
made a great impression on all Greeks.
Meanwhile, the Athenians debated
how best to defend their city.
Themistocles, an Athenian leader, con-
vinced them to evacuate the city and
fight at sea. They positioned their fleet
in a narrow channel near the island of
Salamis (SAL*uh*mihs), a few miles
southwest of Athens. After setting fire
to Athens, Xerxes sent his warships to
i
The Persian Wars,
Persian campaign, 490 b.c.
■ Persian campaign, 480 b.c. |
Persian victory
4 Greek victory
Indecisive battle
EsJ Greek alliance
i 3 Persian empire and allies
□ Neutral Greek states
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Movement By what routes did the Persians choose to
attack Greece? Explain why.
2. Location Where did most of the battles of the Persian
Wars occur? How might their citizens have been affected?
1 32 Chapter 5
MAIN IDEA
Recognizing
Effects
£> How did the
Persian Wars affect
the Greek people,
especially the
Athenians?
block both ends of the channel. However, the channel was
very narrow, and the Persian ships had difficulty turning.
Smaller Greek ships armed with battering rams attacked,
puncturing the hulls of many Persian warships. Xerxes
watched in horror as more than one-third of his fleet
sank. He faced another defeat in 479 b.c., when the Greeks
crushed the Persian army at the Battle of Plataea
(pluh*TEE*uh). After this major setback, the Persians were
always on the defensive.
The following year, several Greek city-states formed an
alliance called the Delian (DEE*lee*uhn) League. (The
alliance took its name from Delos, the island in the Aegean
Sea where it had its headquarters.) League members contin-
ued to press the war against the Persians for several more
years. In time, they drove the Persians from the territories
surrounding Greece and ended the threat of future attacks.
Consequences of the Persian Wars With the Persian
threat ended, all the Greek city-states felt a new sense of
confidence and freedom. Athens, in particular, basked in the
glory of the Persian defeat. During the 470s, Athens
emerged as the leader of the Delian League, which had
grown to some 200 city-states. Soon thereafter, Athens
began to use its power to control the other league members.
It moved the league headquarters to Athens, and used mili-
tary force against members that challenged its authority. In
time, these city-states became little more than provinces of
a vast Athenian empire. The prestige of victory over the
Persians and the wealth of the Athenian empire set the stage
for a dazzling burst of creativity in Athens. The city was
entering its brief golden age. Cj
Connect ^Today
Modern Marathons
Pheidippides' heroic act in the
Persian Wars inspired officials at the
first modern Olympic Games— held in
Athens in 1896— to add a 26-mile
race to their competition. The course
of the race ran from Marathon to the
Olympic Stadium in Athens.
Today, most of the world's major
cities stage marathons every year.
Many, like the one held in Boston,
attract wheelchair competitors.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY Create an
illustrated history of the marathon. Go
to classzone.com for your research.
SECTION 'wfik ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• polis • acropolis • monarchy • aristocracy • oligarchy • tyrant • democracy • helot • phalanx • Persian Wars
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which of the events on your
time line do you think was the
most important for life today?
Explain.
Athens
Sparta.
3. How does an aristocracy differ
from an oligarchy?
4. What contributions did Solon
and Cleisthenes make to the
development of Athenian
democracy?
5. How did Athens benefit from
victory in the Persian Wars?
6. CONTRASTING How was living in Athens different from
living in Sparta?
7. MAKING INFERENCES The introduction of cheap iron
weapons meant that ordinary Greek citizens could arm
themselves. How might the ability to own weapons
change the outlook of ordinary citizens?
8. ANALYZING MOTIVES Why were the Spartan soldiers
willing to sacrifice themselves at Thermopylae?
9. WRITING ACTIVITY 1 POWER AND AUTHORITY Write a brief
political monologue about democracy from an Athenian
slave's point of view.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY
New England town meetings are similar to the kind of democracy
practiced in Ancient Greece. Use the Internet to find information on the
town meeting. Present your findings to the class in a brief oral report.
INTERNET KEYWORD
town meeting
Classical Greece 133
Democracy and Greece's
Golden Age
MAIN IDEA 1 WHY IT MATTERS NOW | TERMS & NAMES
CULTURAL INTERACTION
Democratic principles and
classical culture flourished
during Greece's golden age.
At its height, Greece set lasting
standards in art, politics,
literature, and philosophy that
are still influential today.
• direct
democracy
• classical art
• tragedy
• comedy
Peloponnesian War
philosopher
Socrates
Plato
Aristotle
SETTING THE STAGE For close to 50 years (from 477 to 431 b.c.), Athens
experienced a growth in intellectual and artistic learning. This period is often
called the Golden Age of Athens. During this golden age, drama, sculpture,
poetry, philosophy, architecture, and science all reached new heights. The artis-
tic and literary legacies of the time continue to inspire and instruct people around
the world.
TAKING NOTES
Recognizing Effects
Use a web diagram to
organize information
about Pericles' goals
for Athens.
Pericles Goals
o
Pericles' Plan for Athens
A wise and able statesman named Pericles led Athens during much of its golden
age. Honest and fair, Pericles held onto popular support for 32 years. He was a
skillful politician, an inspiring speaker, and a respected general. He so dominated
the life of Athens from 461 to 429 b.c. that this period often is called the Age of
Pericles. He had three goals: (1) to strengthen Athenian democracy, (2) to hold
and strengthen the empire, and (3) to glorify Athens.
Stronger Democracy To strengthen democracy, Pericles increased the number
of public officials who were paid salaries. Earlier in Athens, most positions in
public office were unpaid. Thus, only wealthier Athenian citizens could afford to
Athenian and United States Democracy
A Athenian Democracy
• Citizens: male; 18 years old;
born of citizen parents
• Laws voted on and
proposed directly by
assembly of all citizens
• Leader chosen by lot
• Executive branch composed
of a council of 500 men
• Juries varied in size
• No attorneys; no appeals;
one-day trials
Both
Political power
exercised by citizens
* Three branches of
government
Legislative branch
passes laws
Executive branch
carries out laws
* Judicial branch
conducts trials
with paid jurors
U.S. Democracy A
• Citizens: born in United
States or completed
citizenship process
• Representatives elected to
propose and vote on laws
• Elected president
• Executive branch made up of
elected and appointed officials
• Juries composed of 12 jurors
• Defendants and plaintiffs have
attorneys; long appeals process
j
1 34 Chapter 5
Will
hold public office. Now even the poorest citizen could serve if elected or
chosen by lot. Consequently, Athens had more citizens engaged in self-government
than any other city-state in Greece. This reform made Athens one of the most
democratic governments in history.
The introduction of direct democracy , a form of government in which citizens
rule directly and not through representatives, was an important legacy of Periclean
Athens. Few other city-states practiced this style of government. In Athens, male
citizens who served in the assembly established all the important government poli-
cies that affected the polis. In a speech honoring the Athenian war dead, Pericles
expressed his great pride in Athenian democracy:
MAIN IDEA
Analyzing
Primary Sources
How accurate
do you consider
Pericles' statement
that Athenian
democracy was in
the hands of "the
whole people"?
PRI MARY SOU RCE 4/
Our constitution is called a democracy because power is in the hands not of a minority
but of the whole people. When it is a question of settling private disputes, everyone is
equal before the law; when it is a question of putting one person before another in
positions of public responsibility, what counts is not membership in a particular class,
but the actual ability which the man possesses. No one, so long as he has it in him to
be of service to the state, is kept in political obscurity because of poverty.
PERICLES, "The Funeral Oration," from Thucydides, The Peloponnesian War
Athenian Empire After the defeat of the Persians, Athens
helped organize the Delian League. In time, Athens took
over leadership of the league and dominated all the city-
states in it. Pericles used the money from the league’s treas-
ury to make the Athenian navy the strongest in the
Mediterranean. A strong navy was important because it
helped Athens strengthen the safety of its empire.
Prosperity depended on gaining access to the surrounding
waterways. Athens needed overseas trade to obtain supplies
of grain and other raw materials.
Athenian military might allowed Pericles to treat other
members of the Delian League as part of the empire. Some
cities in the Peloponnesus, however, resisted Athens and
formed their own alliances. As you will read later in this
section, Sparta in particular was at odds with Athens.
Glorifying Athens Pericles also used money from the
Delian League to beautify Athens. Without the league’s
approval, he persuaded the Athenian assembly to vote huge
sums of the league’s money to buy gold, ivory, and marble.
Still more money went to pay the artists, architects, and
workers who used these materials.
Glorious Art and Architecture
Pericles’ goal was to have the greatest Greek artists and
architects create magnificent sculptures and buildings to
glorify Athens. At the center of his plan was one of
architecture’s noblest works — the Parthenon.
Architecture and Sculpture The Parthenon, a masterpiece
of architectural design and craftsmanship, was not unique in
style. Rather, Greek architects constructed the 23,000-
square-foot building in the traditional style that had been
used to create Greek temples for 200 years. This temple,
Classical Greece 135
History Makers
4
Pericles 495-429 b.c.
Pericles came from a rich and high-
ranking noble family. His aristocratic
father had led the Athenian assembly
and fought at the Battle of Salamis in
the Persian Wars. His mother was the
niece of Cleisthenes, the Athenian
noble who had introduced important
democratic reforms.
Pericles was well known for his
political achievements as leader of
Athens. Pericles the man, however, was
harder to know. One historian wrote:
"[He] no doubt, was a lonely man. . . .
He had no friend . . . [and] he only
went out [of his home] for official
business."
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on
Pericles, go to classzone.com
V J
built to honor Athena, the goddess of wisdom and the protector of Athens, con-
tained examples of Greek art that set standards for future generations of artists
around the world. Pericles entrusted much of the work on the Parthenon to the
sculptor Phidias (FIDH*ee*uhs). Within the temple, Phidias crafted a giant statue
of Athena that not only contained such precious materials as gold and ivory, but
also stood over 30 feet tall.
Phidias and other sculptors during this golden age aimed to create figures that
were graceful, strong, and perfectly formed. Their faces showed neither joy nor
anger, only serenity. Greek sculptors also tried to capture the grace of the idealized
human body in motion. They wanted to portray ideal beauty, not realism. Their val-
ues of harmony, order, balance, and proportion became the standard of what is
called classical art .
Drama and History
▼ This poster
promotes an 1898
production of
Euripides' Medea ,
starring the great
French actress
Sarah Bernhardt.
The Greeks invented drama as an art form and built the first theaters in the West.
Theatrical productions in Athens were both an expression of civic pride and a trib-
ute to the gods. As part of their civic duty, wealthy citizens bore the cost of pro-
ducing the plays. Actors used colorful costumes, masks, and sets to dramatize
stories. The plays were about leadership, justice, and the duties owed to the gods.
They often included a chorus that danced, sang, and recited poetry.
openness of public discussion that existed in democratic Athens, b .
History As you learned earlier in this chapter, there are no written records
from the Dorian period. The epic poems of Homer recount stories, but are
not accurate recordings of what took place. Herodotus, a Greek who lived
in Athens for a time, pioneered the accurate reporting of events. His book on the
Persian Wars is considered the first work of history. However, the greatest historian
of the classical age was the Athenian Thucydides (thoo*SID*ih*DEEz). He believed
that certain types of events and political situations recur over time. Studying those
events and situations, he felt, would aid in understanding the present. The
approaches Thucydides used in his work still guide historians today.
Tragedy and Comedy The Greeks wrote two kinds of drama — tragedy
and comedy. A tra g ed y was a serious drama about common themes such
as love, hate, war, or betrayal. These dramas featured a main character, or
tragic hero. The hero usually was an important person and often gifted with
extraordinary abilities. A tragic flaw usually caused the hero’s downfall.
Often this flaw was hubris, or excessive pride.
In ancient times, Greece had three notable dramatists who wrote tragedies.
Aeschylus (EHS*kuh*luhs) wrote more than 80 plays. His most famous work
is the trilogy — a three-play series — Oresteia (ohr*res*TEE*uh). It is based
on the family of Agamemnon, the Mycenaean king who commanded
the Greeks at Troy. The plays examine the idea of justice. Sophocles
(SAHF*uh*kleez) wrote more than 100 plays, including the tragedies
Oedipus the King and Antigone. Euripides (yoo*RIP*uh*DEEz), author of
the play Medea , often featured strong women in his works.
In contrast to Greek tragedies, a come dy contained scenes filled with
slapstick situations and crude humor. Playwrights often made fun
of politics and respected people and ideas of the time. Aristophanes
(AR*ih*STAHF*uh*neez) wrote the first great comedies for the stage,
including The Birds and Lysistrata. Lysistrata portrayed the women of
Athens forcing their husbands to end the Peloponnesian War. The fact that
Athenians could listen to criticism of themselves showed the freedom and
MAIN IDEA
Contrasting
How did
tragedy differ from
comedy?
1 36 Chapter 5
Athenians and Spartans Go to War
As Athens grew in wealth, prestige, and power, other city-states began to view it
with hostility. Ill will was especially strong between Sparta and Athens. Many peo-
ple thought that war between the two was inevitable. Instead of trying to avoid con-
flict, leaders in Athens and Sparta pressed for a war to begin, as both groups of
leaders believed their own city had the advantage. Eventually, Sparta declared war
on Athens in 43 1 b.c.
MAIN IDEA
Analyzing Motives
What might
have been Pericles'
goals in the
Peloponnesian
War?
Peloponnesian War When the Peloponnesian War between the two city-states
began, Athens had the stronger navy. Sparta had the stronger army, and its location
inland meant that it could not easily be attacked by sea. Pericles’ strategy was to
avoid land battles with the Spartan army and wait for an opportunity to strike
Sparta and its allies from the sea. C,
Eventually, the Spartans marched into Athenian territory. They swept over the
countryside, burning the Athenian food supply. Pericles responded by bringing res-
idents from the surrounding region inside the city walls. The city was safe from
hunger as long as ships could sail into port with supplies from Athenian colonies
and foreign states.
In the second year of the war, however, disaster struck Athens. A frightful plague
swept through the city, killing perhaps one-third of the population, including
Pericles. Although weakened, Athens continued to fight for several years. Then, in
421 b.c., the two sides, worn down by the war, signed a truce.
Sparta Gains Victory The peace did not last long. In 415 b.c., the Athenians sent
a huge fleet carrying more than 20,000 soldiers to the island of Sicily. Their plan
was to destroy the city-state of Syracuse, one of Sparta’s wealthiest allies. The
expedition ended with a crushing defeat in 413 b.c. In his study of the Pelopon-
nesian War, Thucydides recalled: “[The Athenians] were destroyed with a total
Byzantiui
THRACE
MACEDONIA
Amphipolis (422 b.c.)
Spartalos (429 b.c.)
Thebes
Ephesus
Black
Sea
Peloponnesian War, 431-404 b.c
Adriatic
Sea
Cynossema (411 b.c.)
PERSIAN
EMPIRE
Arginusae Islands (406 b.c.)
Ionian
Sea
* Athenian victory
Spartan victory
17 J Athens and allies
□ Sparta and allies
LJ Neutral states
Sparta
Sphacteria (425 b.c.) *
Syracuse (413 b.c.)
Spha
Mediterranean Sea
100 Miles
200 Kilometers
l
Crete
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1. Location Where were most of the allies of Athens located?
2. Movement Why was the sea important to Athens during
the Peloponnesian War?
137
destruction — their fleet, their army — there was nothing that was not destroyed, and
few out of many returned home.” Somehow, a terribly weakened Athens fended off
Spartan attacks for another nine years. Finally, in 404 b.c., the Athenians and their
allies surrendered. Athens had lost its empire, power, and wealth.
Philosophers Search for Truth
After the war, many Athenians lost confidence in democratic government and began
to question their values. In this time of uncertainty, several great thinkers appeared.
They were determined to seek the truth, no matter where the search led them. The
Greeks called such thinkers philosophers , meaning “lovers of wisdom.” These
Greek thinkers based their philosophy on the following two assumptions:
• The universe (land, sky, and sea) is put together in an orderly way, and
subject to absolute and unchanging laws.
• People can understand these laws through logic and reason.
One group of philosophers, the Sophists, questioned people’s unexamined
beliefs and ideas about justice and other traditional values. One of the most famous
Sophists was Protagoras, who questioned the existence of the traditional Greek
gods. He also argued that there was no universal standard of truth, saying “Man
[the individual] is the measure of all things.” These were radical and dangerous
ideas to many Athenians, fi/
▼ Surrounded by
supporters,
Socrates prepares
to drink poison.
Socrates One critic of the Sophists was Socrates (SAHK*ruh*TEEz). Unlike the
Sophists, he believed that absolute standards did exist for truth and justice. However,
he encouraged Greeks to go farther and question themselves and their moral charac-
ter. Historians believe that it was Socrates who once said, “The unexamined life is not
worth living.” Socrates was admired by many who understood his ideas. However,
others were puzzled by this man’s viewpoints.
In 399 b.c., when Socrates was about 70 years old, he was brought to trial for
“corrupting the youth of Athens” and “neglecting the city’s gods.” In his own
defense, Socrates said that his teachings were good for Athens because they forced
people to think about their values and actions. The jury disagreed and condemned
him to death. He died by drinking hemlock, a slow-acting poison.
Plato A student of Socrates, Plato
(PLAY*toh), was in his late 20s
when his teacher died. Later, Plato
wrote down the conversations of
Socrates “as a means of philosophi-
cal investigation.” Sometime in the
370s b.c., Plato wrote his most
famous work, The Republic. In it, he
set forth his vision of a perfectly
governed society. It was not a
democracy. In his ideal society, all
citizens would fall naturally into
three groups: farmers and artisans,
warriors, and the ruling class. The
person with the greatest insight and
intellect from the ruling class would
be chosen philosopher-king. Plato’s
writings dominated philosophic
thought in Europe for nearly 1,500
MAIN IDEA
Making
Inferences
3) Why would
philosophers start
questioning tradi-
tional beliefs at this
particular time in
Athenian history?
1 38 Chapter 5
History takers
Socrates
v , 470-399 b.c.
4 Socrates
encouraged his
students to
examine their
beliefs. He asked
them a series of
leading
questions to show that people hold
many contradictory opinions. This
question-and-answer approach to
teaching is known as the Socratic
method. Socrates devoted his life to
gaining self-knowledge and once said,
"There is only one good, knowledge,
and one evil, ignorance."
Plato
427-347 B.c.
Born into a
wealthy Athenian
family, Plato had
careers as a
wrestler and
a poet before he
became a
philosopher. After Socrates, his teacher,
died, Plato left Greece. He later returned
to Athens and founded a school called
the Academy in 387 b.c. The school
lasted for approximately 900 years. It
was Plato who once stated, "Philosophy
begins in wonder."
Aristotle
384-322 b.c.
Aristotle, the son
of a physician,
was one of the
brightest students
at Plato's
Academy. He
came there as a
young man and stayed for 20 years until
Plato's death. In 335 b.c., Aristotle opened
his own school in Athens called the
Lyceum. The school eventually rivaled the
Academy. Aristotle once argued, "He who
studies how things originated . . . will
achieve the clearest view of them."
years. His only rivals in importance were his teacher, Socrates, and his own pupil,
Aristotle (AR*ih*STAHT*uhl).
Aristotle The philosopher Aristotle questioned the nature of the world and of
human belief, thought, and knowledge. Aristotle came close to summarizing all the
knowledge up to his time. He invented a method for arguing according to rules of
logic. He later applied his method to problems in the fields of psychology, physics,
and biology. His work provides the basis of the scientific method used today.
One of Aristotle’s most famous pupils was Alexander, son of King Philip II of
Macedonia. Around 343 b.c., Aristotle accepted the king’s invitation to tutor the
13 -year-old prince. Alexander’s status as a student abruptly ended three years
later, when his father called him back to Macedonia. You will learn more about
Alexander in Section 4.
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• direct democracy • classical art • tragedy • comedy • Peloponnesian War • philosopher • Socrates • Plato • Aristotle
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which of Pericles' goals do
you think had the greatest
impact on the modern
world? Explain your choice.
3. What steps did Pericles take to
strengthen democracy in
Athens?
4. What were the battle strategies
of Athens and Sparta in the
Peloponnesian War?
5. Why do you think some
Athenians found the ideas of
Socrates so disturbing?
6. MAKING INFERENCES How does the concept of hubris
from Greek tragedy apply to the Peloponnesian War?
7. DRAWING CONCLUSIONS Was the rule of Pericles a
"golden age" for Athens? Explain.
8. FORMING AND SUPPORTING OPINIONS Do you agree
with Socrates that there are absolute standards for truth
and justice? Why or why not?
9. WRITING ACTIVITY | POWER AND AUTHORITY Write a
two- or three-paragraph essay comparing the system of
direct democracy adopted by Athens and the system of
government Plato described in The Republic.
CONNECT TO TODAY
CREATING AN ILLUSTRATED REPORT
One of Pericles' goals was to create magnificent sculptures and buildings to glorify Athens.
Identify local buildings or works of art that were created to honor your community, state,
or the United States. Write a brief illustrated report on these buildings.
Classical Greece 1 39
History through Art
Greek Art and Architecture
During ancient times, the Greeks established artistic standards that
strongly influenced the later art of the Western world. The aim of
Greek art was to express true ideals. To do this, the Greeks used
balance, harmony, and symmetry in their art.
A major branch of Greek art was sculpture. Greek sculptors did
not create realistic works, but instead made statues that reflected
what they considered ideal beauty. Greek art also included pottery.
In Greek architecture, the most important type of building was the
temple. The walled rooms in the center of the temple held sculptures
of gods and goddesses and lavish gifts to these deities.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on Greek art and
architecture, go to classzone.com
Nike of Samothrace ►
Discovered in 1863, the Nike (or Winged
Victory) of Samothrace was probably
created around 203 b.c. to honor a sea
battle. Through its exaggerated features
and artful portrayal of flowing drapery,
the Nike conveys a sense of action and
triumph. Currently, it is displayed at the
Louvre Museum in Paris.
◄ Red and Black Pottery
Greek art also included pottery, which is known for its
beauty of form and decoration. The two major types of
Greek pottery are black-figure pottery (shown on the
vessel) and red-figure pottery (shown on the plate).
The vessel shows a scene from Greek mythology. The
god Zeus, disguised as a bull, carries off a young
woman named Europa. The figures on the plate
demonstrate the importance of the sea and seafood
in Greek culture.
1 40 Chapter 5
The Parthenon ▲
Built between 447 and 432 b.c., the Parthenon was a Greek temple
dedicated to Athena. It serves as an excellent example of the Greek
expression of harmony, symmetry, and balance. Just as Greek
philosophers tried to understand the basic laws of nature, so Greek
architects looked to nature for guidance. They discovered a ratio in
nature that they believed created pleasing proportions and used that
ratio to design the rectangles in the Parthenon.
1. Drawing Conclusions How does
the Parthenon display the Greek
preference for symmetry and balance?
^ See Skillbuilder Handbook, Page R1 1.
2. Hypothesizing On what does our
culture today base its standards of
beauty? Give examples to support
your hypothesis.
141
Dramatic Masks and Theater
In the 6th century b.c., the Greeks became the first people to use
theater for its own sake and not for religious rituals. They wrote two
types of plays, comedy and tragedy. For both forms, actors wore
theatrical masks that exaggerated human expressions. The plays were
performed in outdoor theaters. The stage or dancing floor was partially
surrounded by a semicircular seating area fitted into a hillside, such as
the one shown here.
Alexander's Empire
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
EMPIRE BUILDING Alexander the
Great conquered Persia and Egypt
and extended his empire to the
Indus River in northwest India.
Alexander's empire extended
across an area that today consists
of many nations and diverse
cultures.
• Philip II
• Macedonia
• Alexander
the Great
• Darius III
SETTING THE STAGE The Peloponnesian War severely weakened several
Greek city-states. This caused a rapid decline in their military and economic
power. In the nearby kingdom of Macedonia, King Philip Jj took note. Philip
dreamed of taking control of Greece and then moving against Persia to seize its
vast wealth. Philip also hoped to avenge the Persian invasion of Greece in 480 b.c.
TAKING NOTES
Outlining Use an outline
to organize main ideas
about the growth of
Alexander's empire.
Alexanders Bnnpire
J. Philip builds
Macedonian Power
A.
a
JJ. Alexander
Conquers Persia
Philip Builds Macedonian Power
The kingdom of Macedonia , located just north of Greece,
had rough terrain and a cold climate. The Macedonians were
a hardy people who lived in mountain villages rather than
city-states. Most Macedonian nobles thought of themselves
as Greeks. The Greeks, however, looked down on the
Macedonians as uncivilized foreigners who had no great
philosophers, sculptors, or writers. The Macedonians did have one very
important resource — their shrewd and fearless kings.
Philip's Army In 359 b.c., Philip II became king of Macedonia. Though only 23
years old, he quickly proved to be a brilliant general and a ruthless politician.
Philip transformed the rugged peasants under his command into a well-trained
professional army. He organized his troops into phalanxes of 16 men across and
16 deep, each one armed with an 18-foot pike. Philip used this heavy phalanx
formation to break through enemy lines. Then he used fast-moving cavalry to
crush his disorganized opponents. After he employed these tactics successfully
against northern opponents, Philip began to prepare an invasion of Greece.
Conquest of Greece Demosthenes (dee*MAHS*thuh*NEEz), the Athenian
orator, tried to warn the Greeks of the threat Philip and his army posed. He urged
them to unite against Philip. However, the Greek city-states could not agree on
any single policy. Finally, in 338 b.c., Athens and Thebes — a city-state in central
Greece — joined forces to fight Philip. By then, however, it was too late. The
Macedonians soundly defeated the Greeks at the battle of Chaeronea
(KAiR*uh*NEE*uh). This defeat ended Greek independence. The city-states
retained self-government in local affairs. However, Greece itself remained firmly
under the control of a succession of foreign powers — the first of which was
Philip’s Macedonia.
1 42 Chapter 5
MAIM IDEA
Analyzing Causes
A, How did the
Peloponnesian War
pave the way for
Philip's conquest of
Greece?
Vocabulary
The Hellespont is
the ancient name
for the Dardanelles,
the narrow straits
that separate
Europe from Asia
Minor.
Although Philip planned to invade Persia next, he never
got the chance. At his daughter’s wedding in 336 b.c., he
was stabbed to death by a former guardsman. Philip’s son
Alexander immediately proclaimed himself king of
Macedonia. Because of his accomplishments over the next
13 years, he became known as Alexander the Great .
Alexander Defeats Persia
Although Alexander was only 20 years old when he became
king, he was well prepared to lead. Under Aristotle’s teaching,
Alexander had learned science, geography, and literature.
Alexander especially enjoyed Homer’s description of the
heroic deeds performed by Achilles during the Trojan War. To
inspire himself, he kept a copy of the Iliad under his pillow.
As a young boy, Alexander learned to ride a horse, use
weapons, and command troops. Once he became king,
Alexander promptly demonstrated that his military training
had not been wasted. When the people of Thebes rebelled, he
destroyed the city. About 6,000 Thebans were killed. The sur-
vivors were sold into slavery. Frightened by his cruelty, the
other Greek city-states quickly gave up any idea of rebellion.
Invasion of Persia With Greece now secure, Alexander
felt free to carry out his father’s plan to invade and conquer
Persia. In 334 b.c., he led 35,000 soldiers across the
Hellespont into Anatolia. (See the map on page 144.)
Persian messengers raced along the Royal Road to spread
news of the invasion. An army of about 40,000 men rushed
to defend Persia. The two forces met at the Granicus River.
Instead of waiting for the Persians to make the first move,
Alexander ordered his cavalry to attack. Leading his troops
into battle, Alexander smashed the Persian defenses.
Alexander’s victory at Granicus alarmed the Persian
king, Darius III . Vowing to crush the invaders, he raised a
huge army of between 50,000 and 75,000 men to face the
Macedonians near Issus. Realizing that he was outnumbered,
Alexander surprised his enemies. He ordered his finest troops to break through a
weak point in the Persian lines. The army then charged straight at Darius. To avoid
capture, the frightened king fled, followed by his panicked army. This victory gave
Alexander control over Anatolia.
Alexander 356-323 b.c.
When Alexander was only eight or
nine years old, he tamed a wild
horse that none of his father's
grooms could manage. Alexander
calmed the horse, whose name was
Bucephalus, by speaking gently.
Seeing the control that Alexander
had over the horse, Philip II said:
"You'll have to find another kingdom;
Macedonia isn't going to be big
enough for you."
Alexander took his father's advice.
Riding Bucephalus at the head of a
great army, he conquered the lands
from Greece to the Indus Valley.
When the horse died in what is now
Pakistan, Alexander named the city of
Bucephala after it. Maybe he was
tired of the name Alexandria. By that
time, he had already named at least
a dozen cities after himself!
Conquering the Persian Empire Shaken by his defeat, Darius tried to negotiate
a peace settlement. He offered Alexander all of his lands west of the Euphrates
River. Alexander’s advisers urged him to accept. However, the rapid collapse of
Persian resistance fired Alexander’s ambition. He rejected Darius’s offer and
confidently announced his plan to conquer the entire Persian Empire.
Alexander marched into Egypt, a Persian territory, in 332 B.c. The Egyptians
welcomed Alexander as a liberator. They crowned him pharaoh — or god-king.
During his time in Egypt, Alexander founded the city of Alexandria at the mouth
of the Nile. After leaving Egypt, Alexander moved east into Mesopotamia to con-
front Darius. The desperate Persian king assembled a force of some 250,000 men.
The two armies met at Gaugamela (GAW*guh*MEE*luh), a small village near the
ruins of ancient Nineveh. Alexander launched a massive phalanx attack followed
Classical Greece 1 43
by a cavalry charge. As the Persian lines crumbled, Darius again panicked and fled.
Alexander’s victory at Gaugamela ended Persia’s power.
Within a short time, Alexander’s army occupied Babylon, Susa, and Persepolis.
These cities yielded a huge treasure, which Alexander distributed among his army.
A few months after it was occupied, Persepolis, Persia’s royal capital, burned to the
ground. Some people said Alexander left the city in ashes to signal the total destruc-
tion of the Persian Empire. The Greek historian Arrian, writing about 500 years after
Alexander’s time, suggested that the fire was set in revenge for the Persian burning
of Athens. However, the cause of the fire remains a mystery.
Alexander's Other Conquests
Alexander now reigned as the unchallenged ruler of southwest Asia. But he was
more interested in expanding his empire than in governing it. He left the ruined
Persepolis to pursue Darius and conquer Persia’s remote Asian provinces. Darius’s
trail led Alexander to a deserted spot south of the Caspian Sea. There he found
Darius already dead, murdered by one of his provincial governors. Rather than
return to Babylon, Alexander continued east. During the next three years, his army
fought its way across the desert wastes and mountains of Central Asia. He pushed
on, hoping to reach the farthest edge of the continent. B
Alexander in India In 326 b.c., Alexander and his army reached the Indus Valley.
At the Hydaspes River, a powerful Indian army blocked their path. After winning
a fierce battle, Alexander’s soldiers marched some 200 miles farther, but their
morale was low. They had been fighting for 1 1 years and had marched more than
11,000 miles. They had endured both scorching deserts and drenching monsoon
rains. The exhausted soldiers yearned to go home. Bitterly disappointed, Alexander
agreed to turn back.
MA I N IDEA
Analyzing Motives
8/ Why did
Alexander continue
his conquests after
Darius was dead?
Alexander's empire
™ at its height, 323 b.c.
Path of conquest
Major battle
Black Se a
PAPHLAGONIA
KINGDOM OF
LYSIMACHUS
KINGDOM OF B
CASSANDER
1 aA s h
J Hellespont
Th . Aegek 12
Thebes. x
Alexandria
Eschate
Granicus
< 3M > Aneyra ^
Sardis
1 / KINGDOM OF
( ANT1GONUS
ARMENIA
rakanda
MEDIA
ATROPATENE
Bactra
Gaugamela
(331)
H Ecbatana*
Crete
Damascus
Tyre ]
KINGDOM OF
SELEUCUS
Hydaspes
(326)
Alexandria
Memphis
NABATAEA
KINGDOM
OF
PTOLEMY
Alexandria DESERT OF
V GEDROSIA
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Region Onto which continents did Alexander's empire spread?
2 . Place Which kingdoms succeeded the empire of Alexander the
Great after his death in 323 B.C . ?
Alexander and His Successors, 336-300 b.c.
INTERACTIVE
500 Miles
1.000 Kilometers
Aornos^w Taxila
M edit err an ean
Sea
MAURYAN
EMPIRE
144
LIBYAN
DESERT
Alexander's Empire and Its Legacy, 336-306 b.c.
ALEXANDER S EMPIRE
332 B.c.
Alexander entered Egypt and
founded the city of Alexandria.
MACEDONIA
I 312 B.C.
334 B.c.
326 B.c.
323 B.c.
Alexander led 35,000
Alexander's
Alexander died at
soldiers into Anatolia.
army reached
age 32. His
336 B.c.
the Indus
generals began a
Philip II was assassinated. Alexander
became king of Macedonia at age 20.
Valley.
power struggle.
Seleucus
took
Ptolemy ™ st of
became P ers,an
governor Em P lre -
of Egypt.
306 b.c.
Antigonus I
became
king of
Macedonia.
MAINJDEA
Hypothesizing
£> Was the power
struggle that fol-
lowed Alexander's
death inevitable?
By the spring of 323 b.c., Alexander and his army had reached Babylon. Restless
as always, Alexander announced plans to organize and unify his empire. He would
construct new cities, roads, and harbors and conquer Arabia. However, Alexander
never carried out his plans. He became seriously ill with a fever and died a few
days later. He was just 32 years old.
Alexander's Legacy After Alexander died, his Macedonian generals fought
among themselves for control of his empire. Eventually, three ambitious leaders
won out. Antigonus (an*TIG*uhmuhs) became king of Macedonia and took control
of the Greek city-states. Ptolemy (TAHL # uh*mee) seized Egypt, took the title of
pharaoh, and established a dynasty. Seleucus (sih*LOOkuhs) took most of the
old Persian Empire, which became known as the Seleucid kingdom. Ignoring
the democratic traditions of the Greek polis, these rulers and their descendants
governed with complete power over their subjects. t,
Alexander’s conquests had an interesting cultural impact. Alexander himself
adopted Persian dress and customs and married a Persian woman. He included
Persians and people from other lands in his army. As time passed, Greek settlers
throughout the empire also adopted new ways. A vibrant new culture emerged from
the blend of Greek and Eastern customs.
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Philip II • Macedonia • Alexander the Great • Darius III
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which of Alexander's
3. How was Philip II able to
6. FORMING AND SUPPORTING OPINIONS Do you think that
conquests do you think was
conquer Greece?
Alexander was worthy of the title "Great"? Explain.
the most significant? Why?
4. Philip M's goal was to conquer
7. HYPOTHESIZING If Alexander had lived, do you think he
Persia. Why did Alexander
would have been as successful in ruling his empire as he
Alexanders Empire
continue his campaign of
was in building it? Explain.
1. Philip builds
Macedonian Power
A.
conquest after this goal had
been achieved?
8. MAKING INFERENCES Why do you think Alexander
adopted Persian customs and included Persians in his
b.
5. What happened to Alexander's
army?
II. Alexander
empire after his death?
9. WRITING ACTIVITY | EMPIRE BUILDINC| In small groups,
Conquers Persia
create storyboards for a video presentation on the
growth of Alexander's empire.
CONNECT TO TODAY
CREATING A MAP
Use atlases to find the modern countries that occupy the lands included in Alexander's
empire. Create a map that shows the boundaries and names of these countries. Compare
your map to the map of Alexander's empire on page 144.
Classical Greece 1 45
The Spread of Hellenistic Culture
MAIN IDEA
CULTURAL INTERACTION
Hellenistic culture, a blend of
Greek and other influences,
flourished throughout Greece,
Egypt, and Asia.
WHY IT MATTERS NOW
Western civilization today
continues to be influenced by
diverse cultures.
TER MS & NAMES |
• Hellenistic • Archimedes
• Alexandria • Colossus of
• Euclid Rhodes
SETTING THE STAGE Alexander’s ambitions were cultural as well as military
and political. During his wars of conquest, he actively sought to meld the
conquered culture with that of the Greeks. He started new cities as administra-
tive centers and outposts of Greek culture. These cities, from Egyptian
Alexandria in the south to the Asian Alexandrias in the east, adopted many Greek
patterns and customs. After Alexander’s death, trade, a shared Greek culture, and
a common language continued to link the cities together. But each region had its
own traditional ways of life, religion, and government that no ruler could afford
to overlook.
TAKING NOTES
Categorizing Use a
chart to list Hellenistic
achievements in
various categories.
Category
Achievements
astronomy
geometry
philosophy
art
Hellenistic Culture in Alexandria
As a result of Alexander’s policies, a vibrant new culture emerged. Greek (also
known as Hellenic) culture blended with Egyptian, Persian, and Indian influ-
ences. This blending became known as Hellenistic culture. Koine (koy*NAY),
the popular spoken language used in Hellenistic cities, was the direct result of
cultural blending. The word koine came from the Greek word for “common.” The
language was a dialect of Greek. This language enabled educated people and
traders from diverse backgrounds to communicate in cities throughout the
Hellenistic world.
Trade and Cultural Diversity Among the many cities of the Hellenistic world,
the Egyptian city of Alexandria became the foremost center of commerce and
Hellenistic civilization. Alexandria occupied a strategic site on the western edge
of the Nile delta. Trade ships from all around the Mediterranean docked in its
spacious harbor. Alexandria’s thriving commerce enabled it to grow and prosper.
By the third century b.c., Alexandria had become an international community,
with a rich mixture of customs and traditions from Egypt and from the Aegean.
Its diverse population exceeded half a million people.
Alexandria's Attractions Both residents and visitors admired Alexandria’s great
beauty. Broad avenues lined with statues of Greek gods divided the city into
blocks. Rulers built magnificent royal palaces overlooking the harbor. A much
visited tomb contained Alexander’s elaborate glass coffin. Soaring more than
350 feet over the harbor stood an enormous stone lighthouse called the Pharos.
This lighthouse contained a polished bronze mirror that, at night, reflected the
1 46 Chapter 5
Vocabulary
Museum means
"house of the
muses."
light from a blazing fire. Alexandria’s greatest attractions were its famous museum
and library. The museum was a temple dedicated to the Muses, the Greek god-
desses of arts and sciences. It contained art galleries, a zoo, botanical gardens, and
even a dining hah. The museum was an institute of advanced study.
The Alexandrian Library stood nearby. Its collection of half a million papyrus
scrolls included many of the masterpieces of ancient literature. As the first true
research library in the world, it helped promote the work of a gifted group of schol-
ars. These scholars greatly respected the earlier works of classical literature and
learning. They produced commentaries that explained these works.
Science and Technology
Hellenistic scholars, particularly those in Alexandria, preserved Greek and
Egyptian learning in the sciences. Until the scientific advances of the 16th and
17th centuries, Alexandrian scholars provided most of the scientific knowledge
available to the West.
Astronomy Alexandria’s museum contained a small observatory in which
astronomers could study the planets and stars. One astronomer, Aristarchus
(AR*ih*STAHR*kuhs) of Samos, reached two significant scientific conclusions. In
one, he estimated that the Sun was at least 300 times larger than Earth. Although he
greatly underestimated the Sun’s true size, Aristarchus disproved the widely held
belief that the Sun was smaller than Greece. In another conclusion, he proposed that
Earth and the other planets revolve around the Sun. Unfortunately for science, other
astronomers refused to support Aristarchus’ theory. In the second century a.d.,
Alexandria’s last renowned astronomer, Ptolemy, incorrectly placed Earth at the
center of the solar system. Astronomers accepted this view for the next 14 centuries.
Eratosthenes (EHR*uh*TAHS*thuh*NEEz), the director of the Alexandrian Library,
tried to calculate Earth’s true size. Using geometry, he computed Earth’s circumfer-
ence at between 28,000 and 29,000 miles. Modern measurements put the circumfer-
ence at 24,860 miles. As well as a highly regarded astronomer and mathematician,
Eratosthenes also was a poet and historian.
Mathematics and Physics In their work, Eratosthenes and Aristarchus used a
geometry text compiled by Euclid (YOOklihd). Euclid was a highly regarded
▼ Hipparchus, who
lived in Alexandria
for a time, charted
the position of
850 stars.
Greek Astronomy
SKILLBUILDER: Interpreting Charts
1. Comparing Where were Greek astronomers' ideas most incorrect compared with modern concepts?
2. Clarifying Which estimate is closest to modern measurements? How could the Hellenists be so
accurate?
Classical Greece 1 47
Pythagorean Theorem
Geometry students remember Pythagoras for
his theorem on the triangle, but its principles
were known earlier. This formula states that
the square of a right triangle's hypotenuse
equals the sum of the squared lengths of the
two remaining sides. Chinese mathematicians
knew this theory perhaps as early as 1100 b.c.
Egyptian surveyors put it to practical use
even earlier.
However, the work of the school that
Pythagoras founded caught the interest of later
mathematicians. Shown are Euclid's proof in
Greek along with a Chinese and an Arabic
translation. The Arabs who conquered much of
Alexander's empire spread Greek mathematical
learning to the West. The formula became
known as the Pythagorean theorem throughout
the world.
'•V-rSk >
/
Greek, a.d. 800
*
?H "nr/. ts_orl o yi
T^H o «r
» /■
‘ O V 1 ’
•“Tpoyeftp oq\*
L
Chinese, a.d. 1607
J
mathematician who taught in Alexandria. His best-known book, Elements ,
contained 465 carefully presented geometry propositions and proofs. Euclid’s work
is still the basis for courses in geometry.
Another important Hellenistic scientist, Archimedes (AHR*kuh*MEE*deez) of
Syracuse, studied at Alexandria. He accurately estimated the value of pi (n) — the
ratio of the circumference of a circle to its diameter. In addition, Archimedes
explained the law of the lever.
Gifted in both geometry and physics, Archimedes also put his genius to practical
use. He invented the Archimedes screw, a device that raised water from the ground,
and the compound pulley to lift heavy objects. The writer Plutarch described how
Archimedes demonstrated to an audience of curious onlookers how something
heavy can be moved by a small force:
PRIMARY SOURCE
Archimedes took a . . . ship . . . which had just been dragged up on land with great
labor and many men; in this he placed her usual complement of men and cargo, and
then sitting at some distance, without any trouble, by gently pulling with his hand the
end of a system of pulleys, he dragged it towards him with as smooth and even a
motion as if it were passing over the sea.
PLUTARCH, Parallel Lives: Marcellus
Using Archimedes’ ideas, Hellenistic scientists later built a force pump, pneumatic
machines, and even a steam engine. Aj
MAIN IDEA
Summarizing
A/ What were
some of the main
achievements of
the scientists of the
Hellenistic period?
Philosophy and Art
The teachings of Plato and Aristotle continued to be very influential in Hellenistic phi-
losophy. In the third century b.c., however, philosophers became concerned with how
people should live their lives. Two major philosophies developed out of this concern.
Stoicism and Epicureanism A Greek philosopher named Zeno (335-263 b.c.)
founded the school of philosophy called Stoicism (STOH*ih*siHZ*uhm). Stoics
proposed that people should live virtuous lives in harmony with the will of god or
the natural laws that God established to run the universe. They also preached that
1 48 Chapter 5
MAIN IDEA
Drawing
Conclusions
What was the
main concern of
the Stoic and
Epicurean schools
of philosophy?
human desires, power, and wealth were dangerous distractions that should be
checked. Stoicism promoted social unity and encouraged its followers to focus
on what they could control.
Epicurus (EHP*uh*KYUR*uhs) founded the school of thought called
Epicureanism. He taught that gods who had no interest in humans ruled the
universe. Epicurus believed that the only real objects were those that the five
senses perceived. He taught that the greatest good and the highest pleasure came
from virtuous conduct and the absence of pain. Epicureans proposed that the
main goal of humans was to achieve harmony of body and mind. Today, the word
epicurean means a person devoted to pursuing human pleasures, especially the
enjoyment of good food. However, during his lifetime, Epicurus advocated
moderation in all things. By
Realism in Sculpture Like science, sculpture flourished during the Hellenistic
age. Rulers, wealthy merchants, and cities all purchased statues to honor gods,
commemorate heroes, and portray ordinary people in everyday situations. The
largest known Hellenistic statue was created on the island of Rhodes. Known as the
Colossus of Rhodes , this bronze statue stood more than 100 feet high. One of the
seven wonders of the ancient world, this huge sculpture was toppled by an earth-
quake in about 225 b.c. Later, the bronze was sold for scrap. Another magnificent
Hellenistic sculpture found on Rhodes was the Nike (or Winged Victory) of
Samothrace. It was created around 203 b.c. to commemorate a Greek naval victory.
Hellenistic sculpture moved away from the harmonic balance and idealized
forms of the classical age. Instead of the serene face and perfect body of an ide-
alized man or woman, Hellenistic sculptors created more natural works. They felt
free to explore new subjects, carving ordinary people such as an old, wrinkled
peasant woman.
By 150 b.c., the Hellenistic world was in decline. A new city, Rome, was
growing and gaining strength. Through Rome, Greek-style drama, architecture,
sculpture, and philosophy were preserved and eventually became the core of
Western civilization.
t
SECTION
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Hellenistic • Alexandria • Euclid • Archimedes • Colossus of Rhodes
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which Hellenistic
achievement had the
greatest impact? Why?
Category
Achievements
astronomy
geometry
philosophy
art
3. How did trade contribute to
cultural diversity in the
Hellenistic city of Alexandria?
4. How did Euclid influence some
of the developments in
astronomy during the
Hellenistic period?
6. SYNTHESIZING Describe how the growth of Alexander's
empire spread Greek culture.
7. MAKING INFERENCES What do you think was the greatest
scientific advance of the Hellenistic period? Why?
8. COMPARING How was the purpose served by architecture
and sculpture in the Hellenistic period similar to the pur-
pose served by these arts in the Golden Age of Athens?
5. What did Stoicism and
Epicureanism have in
common?
9. WRITING ACTIVITY i CULTURAL INTERACTION | The Hellenistic
culture brought together Egyptian, Greek, Persian, and
Indian influences. Write a brief essay showing how
American culture is a combination of different influences.
CONNECT TO TODAY
CREATING A COLLAGE
Archimedes developed, or provided the ideas for, many practical devices— the lever, for
example. Consider some of the everyday implements that are related to these devices. Create
a collage of pictures of these implements. Accompany each visual with a brief annotation.
Classical Greece 1 49
Chapter Assessment
TERMS & NAMES
For each term or name below, briefly explain its connection to
Classical Greece.
1. Trojan War
2 . Homer
3. polis
4. democracy
5. classical art
6 . Aristotle
7. Alexander the Great
8 . Hellenistic
MAIN IDEAS
Cultures of the Mountains and the Sea
Section 1 (pages 123-126)
9. Why was sea travel important to early Greece?
10. Why did the Greeks develop myths?
Warring City-States Section 2 (pages 127-133)
11. What were the two most powerful city-states in
early Greece?
12. What were the consequences of the Persian Wars?
Democracy and Greece's Golden Age
Section 3 (pages 134-141)
13. What were Pericles' three goals for Athens?
14. Who were the three renowned philosophers of the
golden age?
Alexander's Empire Section 4 (pages 142-145)
15. Why was Greece so easily conquered by Macedonia?
16. What was the full extent of Alexander's empire before
his death?
The Spread of Hellenistic Culture
Section 5 (pages 146-149)
17. What four influences blended to form Hellenistic culture?
18. What are some of the scientific achievements of the
Hellenistic period?
CRITICAL THINKING
1. USING YOUR NOTES
In a diagram like the one below, show the development of direct
democracy in Athens.
2. DRAWING CONCLUSIONS
| POWER AND AUTHORITY! "Years of uncertainty and insecurity
have changed the country. It once was Athens, but now it has
become Sparta." What do you think this statement means?
Use information from the chapter to illustrate your answer.
3. ANALYZING ISSUES
| CULTURAL INTERACTION! Based on the Visual Summary below
and your review of the chapter, how do you think Classical
Greece has influenced the United States? Support your answer
with examples.
4. MAKING INFERENCES
I EMPIRE BUILDING I Consider Pericles and Alexander the Great.
What qualifications or characteristics do you think are needed
for a leader to build an empire? Why?
VISUAL SUMMARY
The Legacy of Greece
Culture
Greek language
Mythology about gods
and goddesses
Olympic games
Philosophers
search for truth
Disagreement whether
Sun or Earth at center
of universe
Euclid's geometry
textbook
Accurate estimate of
Earth's circumference
Development of lever,
pulley, and pump
Government
Direct democracy;
citizens rule by
majority vote
Citizens bring charges
of wrongdoing
Code of laws
Expansion of
citizenship to all
free adult males,
except foreigners
Drama and poetry
Sculpture portraying
ideals of beauty
• Painted pottery
showing scenes
of Greek life
• Classical architecture
1 50 Chapter 5
> STANDARDS-BASED ASSESSMENT
Use the quotation and your knowledge of world history to
answer questions 1 and 2.
Additional Test Practice, pp. S1-S33
PRIMARY SOURCE
Where ought the sovereign power of the state to
reside? . . . The state aims to consist as far as possible of
those who are alike and equal, a condition found chiefly
among the middle section. . . . The middle class is also
the steadiest element, the least eager for change. They
neither covet, like the poor the possessions of others, nor
do others covet theirs, as the poor covet those of the rich.
. . . Tyranny often emerges from an over-enthusiastic
democracy or from an oligarchy, but much more rarely
from middle class constitutions.
ARISTOTLE, Politics
1. Why does Aristotle support the middle class as the location of
power?
A. He finds poor people too backward to rule.
B. He thinks the rich are too greedy.
C. The middle class is very enthusiastic about democracy.
D. The middle class is steady and is less eager for change.
2 . According to Aristotle, what often emerges from an "over-
enthusiastic democracy"?
A. tyranny
B. oligarchy
C. monarchy
D. aristocracy
Use this scene pictured on a piece of Greek pottery and
your knowledge of world history to answer question 3.
3. This scene shows a battle formation used by the Greeks. What
is the formation called?
A. shield and spear
B. massed formation
C. phalanx
D. acropolis
INTEGRATED TECHNOLOGY
TEST PRACTICE Go to classzone.com
• Diagnostic tests • Strategies
• Tutorials • Additional practice
ALTERNATIVE ASSESSMENT
1. Interact with History
On page 122, you drew certain conclusions about Greek culture
and values without knowing details of Greek history. Now that
you have read the chapter, reexamine the artworks and reread
the Greeks' words. Conduct a class debate about how the art
and ideals of Greece have influenced modern society.
2. ff|\ WRITING ABOUT HISTORY
Write an epic poem (between two and three pages long)
about an event or an individual that you read about in Chapter
5. Possible subjects you might select include the Trojan War, the
Persian Wars, the Peloponnesian War, Hector, Pericles, and
Alexander. In writing your poem, try to imitate the style of the
Iliad or the Odyssey.
INTEGRATED TECHNOLOGY
NetExplorations The Parthenon
Go to NetExplorations at classzone.com to learn more about
the Parthenon. Search the Internet for additional information
on the Parthenon and the sculptor Phidias, who oversaw its
construction. Use the information you gather to record a mock
radio or television interview with Phidias, and play it in class.
Have Phidias answer questions about
• his designs for the statues and carvings that adorned the
Parthenon.
• the significance of the Parthenon for his fellow Athenians.
• other works of art he created.
Classical Greece 151
DOME
Ancient Rome and Early
Christianity, 500 B.C.-A.D. 500
Previewing Main Ideas
1 POWER AND AUTHORITY Rome began as a republic, a government
in which elected officials represent the people. Eventually, absolute rulers
called emperors seized power and expanded the empire.
Geography About how many miles did the Roman Empire stretch
from east to west?
| EMPIRE BUILDING ] At its height, the Roman Empire touched three
continents— Europe, Asia, and Africa. For several centuries, Rome brought
peace and prosperity to its empire before its eventual collapse.
Geography Why was the Mediterranean Sea important to the Roman Empire?
| RELIGIOUS AND ETHICAL SYSTEMS | Out of Judea rose a monotheistic.
or single-god, religion known as Christianity. Based on the teachings of
Jesus of Nazareth, it soon spread throughout Rome and beyond.
Geography What geographic features might have helped or hindered the
spread of Christianity throughout the Roman Empire?
INTEGRATED TECHNOLOGY W/M
eEdition
L INTERNET RESOURCES
• Interactive Maps
Go to classzone.com for:
• Interactive Visuals
• Research Links
• Maps
• Interactive Primary Sources
• Internet Activities
• Test Practice
• Primary Sources
• Chapter Quiz
• Current Events
509 b,c.
Rome becomes
a republic*
264 b.c
First Punic War
begins*
218 b.c.
In the Second
Punic War, Hannibal
invades Italy.
521 b.c.
Chandragupta Maurya
founds Mauryan
Empire in India*
202 b.c.
<4 Han Dynasty takes
power in China, (sculpted
figure from Han period)
152
BRITAII
EUROPE t h f ?<
GAUL
DACIA
THRACE
Corsica
SPAIN
Hah’itric
ANATOLIA
Ephesus
usj^ SYRIA
_ Damascus
Tyre. •
If
Caesarea # JUDEA
ARABIA
EGYPT
31 B.C.
Octavian defeats the forces
of Antony and Cleopatra,
(bust of Cleopatra) ►
^ 3 A.D. 476
A Western Roman Empire
falls. (Roman horseman)
a.d. 284
Diocletian becomes
emperor of Rome.
A-D* 100
Moche culture arises in
South America, (gold
toucan from Moche era) ►
A.D. 300
Aksum kingdom emerges
in east Africa.
m Roman Republic. B.C.
| ~l Areas added to Empire, AO. 117
153
What makes a successful leader ?
You are a member of the senate in ancient Rome. Soon you must decide whether to
support or oppose a powerful leader who wants to become ruler. Many consider him
a military genius for having gained vast territory and wealth for Rome. Others point
out that he disobeyed orders and is both ruthless and devious. You wonder whether
his ambition would lead to greater prosperity and order in the empire or to injustice
and unrest.
a This 19th-century painting by Italian artist Cesare Maccari shows Cicero, one of ancient Rome's
greatest public speakers, addressing fellow members of the Roman Senate.
EXAMINING the ISSUES
• Which is more important in measuring leadership— results
or integrity?
• Does a leader have to be likable in order to succeed?
As a class, discuss these questions. Based on your discussion,
think about what you have learned about other leaders in history,
such as Alexander the Great and Darius of Persia. What qualities
helped them to be successful or caused them to fail? As you read
about Rome, see how the qualities of its leaders helped or
hindered its development.
1 54 Chapter 6
The Roman Republic
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
POWER AND AUTHORITY The
Some of the most fundamental
• republic
• senate
early Romans established a
values and institutions of
• patrician
• dictator
republic, which grew powerful
Western civilization began in the
• plebeian
• legion
and spread its influence.
Roman Republic.
• tribune
• Punic Wars
• consul
• Hannibal
SETTING THE STAGE While the great civilization of Greece was in decline, a
new city to the west was developing and increasing its power. Rome grew from
a small settlement to a mighty civilization that eventually conquered the
Mediterranean world. In time, the Romans would build one of the most famous
and influential empires in history.
The Origins of Rome
According to legend, the city of Rome was founded in 753 B.c. by Romulus and
Remus, twin sons of the god Mars and a Latin princess. The twins were aban-
doned on the Tiber River as infants and raised by a she-wolf. The twins decided
to build a city near the spot. In reality, it was men not immortals who built the
city, and they chose the spot largely for its strategic location and fertile soil.
Rome's Geography Rome was built on seven rolling hills at a curve on the
Tiber River, near the center of the Italian peninsula. It was midway between the
Alps and Italy’s southern tip. Rome also was near the midpoint of the
Mediterranean Sea. The historian Livy wrote about the city’s site:
PRIMARY SOURCE
Not without reason did gods and men choose this spot for the site of our city— the
[salubrious] hills, the river to bring us produce from the inland regions and sea-borne
commerce from abroad, the sea itself, near enough for convenience yet not so near as
to bring danger from foreign fleets, our situation in the very heart of Italy— all these
advantages make it of all places in the world the best for a city destined to grow great.
LIVY, The Early History of Rome
TAKING NOTES
Outlining Use an outline
to organize the main
ideas and details.
I. T he Origins of Rowe
A.
3 .
II. T he Early Republic
A.
3 .
III. Rome Spreads
tts Power
A.
3 .
The First Romans The earliest settlers on the Italian peninsula arrived in
prehistoric times. From about 1000 to 500 B.c., three groups inhabited the region
and eventually battled for control. They were the Latins, the Greeks, and the
Etruscans. The Latins built the original settlement at Rome, a cluster of wooden
huts atop one of its seven hills, Palatine Hill. These settlers were considered to
be the first Romans.
Between 750 and 600 b.c., the Greeks established colonies along southern
Italy and Sicily. The cities became prosperous and commercially active. They
brought all of Italy, including Rome, into closer contact with Greek civilization.
Ancient Rome and Early Christianity 155
The Etruscans were native to northern Italy. They were skilled metalworkers and
engineers. The Etruscans strongly influenced the development of Roman civiliza-
tion. They boasted a system of writing, for example, and the Romans adopted their
alphabet. They also influenced Rome’s architecture, especially the use of the arch.
The Early Republic
Around 600 b.c., an Etruscan became king of Rome. In the decades that followed,
Rome grew from a collection of hilltop villages to a city that covered nearly 500
square miles. Various kings ordered the construction of Rome’s first temples and
public centers — the most famous of which was the Forum, the heart of Roman
political life.
The last king of Rome was Tarquin the Proud. A harsh tyrant, he was driven
from power in 509 b.c. The Romans declared they would never again be ruled by
a king. Instead, they established a republic, from the Latin phrase res publica,
which means “public affairs.” A republic is a form of government in which power
rests with citizens who have the right to vote for their leaders. In Rome, citizenship
with voting rights was granted only to free-born male citizens.
Patricians and Plebeians In the early republic, different groups of Romans
struggled for power. One group was the patricians , the wealthy landowners who
held most of the power. The other important group was the plebeians , the com-
mon farmers, artisans, and merchants who made up the majority of the population.
The patricians inherited their power and social status. They claimed that their
ancestry gave them the authority to make laws for Rome. The plebeians were
citizens of Rome with the right to vote. However, they were barred by law from
holding most important government positions. In time, Rome’s leaders allowed
the plebeians to form their own assembly and elect representatives called
tribunes . Tribunes protected the rights of the plebeians from unfair acts of
patrician officials.
Twelve Tables An important victory for the plebeians was to force the creation of
a written law code. With laws unwritten, patrician officials often interpreted the
law to suit themselves. In 451 b.c., a group of ten officials began writing down
Rome’s laws. The laws were carved on twelve tablets, or tables, and hung in the
Forum. They became the basis for later Roman law. The Twelve Tables established
the idea that all free citizens had a right to the protection of the law.
MAIN IDEA
Making
Inferences
A/ Why did patri-
cians want to pre-
vent plebeians from
holding important
positions?
► Ruins of the
Forum, the political
center of the
Roman Empire, still
stand in present-
day Rome.
1 56 Chapter 6
Comparing Republican Governments
Executive
Rome
United States of America
• Two consuls, elected by the assembly for one year-
chief executives of the government and commanders-
in-chief of the army.
• A president, elected by the people for four years—
chief executive of the government and commander-
in-chief of the army.
Legislative
• Senate of 300 members, chosen from aristocracy for
life— controls foreign and financial policies, advises
consuls.
• Centuriate Assembly, all citizen-soldiers are members
for life— selects consuls, makes laws.
• Tribal Assembly, citizens grouped according to where
they live are members for life— elects tribunes and
makes laws.
• Senate of 100 members, elected by the people
for six-year terms— makes laws, advises president on
foreign policy.
• House of Representatives of 435 members, elected
by the people for two years— makes laws, originates
revenue bills.
Judicial
• Praetors, eight judges chosen for one year by
Centuriate Assembly— two oversee civil and criminal
courts (the others govern provinces).
• Supreme Court, nine justices appointed for life by
president— highest court, hears civil and criminal
appeals cases.
Legal code
• Twelve Tables— a list of rules that was the basis of
Roman legal system
• U.S. Constitution— basic law of the United States
Citizenship
• All adult male landowners
• All native-born or naturalized adults
SKILLBUILDER: Interpreting Charts
1 . Comparing What similarities do you see in the governments of the Roman Republic and the United States?
2. Drawing Conclusions Which government seems more democratic? Why?
Vocabulary
The word veto
comes from the
Latin for "I forbid."
Vocabulary
The term legion
also means a
multitude.
Government Under the Republic In the first century b.c., Roman writers
boasted that Rome had achieved a balanced government. What they meant was that
their government had taken the best features of a monarchy (government by a
king), an aristocracy (government by nobles), and a democracy (government by the
people — see the comparison above of Rome to the United States). Rome had two
officials called consuls . Like kings, they commanded the army and directed the
government. However, their power was limited. A consul’s term was only one year
long. The same person could not be elected consul again for ten years. Also, one
consul could always overrule, or veto, the other’s decisions.
The senate was the aristocratic branch of Rome’s government. It had both
legislative and administrative functions in the republic. Its 300 members were cho-
sen from the upper class of Roman society. Later, plebeians were allowed in the
senate. The senate exercised great influence over both foreign and domestic policy.
The assemblies represented the more democratic side of the government. For
example, an assembly organized by the plebeians, the Tribal Assembly, elected the
tribunes and made laws for the common people — and later for the republic itself.
In times of crisis, the republic could appoint a dictator — a leader who had abso-
lute power to make laws and command the army. A dictator’s power lasted for only
six months. Dictators were chosen by the consuls and then elected by the senate.
The Roman Army In addition to their government, the Romans placed great
value on their military. All citizens who owned land were required to serve in the
army. Seekers of certain public offices had to perform ten years of military serv-
ice. Roman soldiers were organized into large military units called le gions . The
Roman legion was made up of some 5,000 heavily armed foot soldiers (infantry).
A group of soldiers on horseback (cavalry) supported each legion. Legions were
divided into smaller groups of 80 men, each of which was called a century. The
military organization and fighting skill of the Roman army were key factors in
Rome’s rise to greatness.
Ancient Rome and Early Christianity 157
Rome Spreads Its Power
For hundreds of years after the founding of the republic, Rome sought to expand
its territories through trade and conquest.
Rome Conquers Italy Roman power grew slowly but steadily as the legions battled
for control of the Italian peninsula. By the fourth century B.C., the Romans dominated
central Italy. Eventually, they defeated the Etruscans to the north and the Greek city-
states to the south. By 265 B.C., the Romans were masters of nearly all Italy.
Rome had different laws and treatment for different parts of its conquered
territory. The neighboring Latins on the Tiber became full citizens of Rome. In
territories farther from Rome, conquered peoples enjoyed all the rights of Roman
citizenship except the vote. All other conquered groups fell into a third category,
allies of Rome. Rome did not interfere with its allies, as long as they supplied
troops for the Roman army and did not make treaties of friendship with any other
state. The new citizens and allies became partners in Rome’s
growth. This lenient policy toward defeated enemies helped
Rome to succeed in building a long-lasting empire. For
more than two centuries after 265 b.c., Roman power spread
far beyond Italy. B
Rome's Commercial Network Rome’s location gave it
easy access to the riches of the lands ringing the
Mediterranean Sea. Roman merchants moved by land and
sea. They traded Roman wine and olive oil for a variety of
foods, raw materials, and manufactured goods from other
lands. However, other large and powerful cities interfered
with Roman access to the Mediterranean. One such city was
Carthage. Once a colony of Phoenicia, Carthage was
located on a peninsula on the North African coast. Its rise to
power soon put it in direct opposition with Rome.
War with Carthage In 264 b.c., Rome and Carthage went to
war. This was the beginning of the long struggle known as the
Punic Wars . Between 264 and 146 b.c., Rome and Carthage
fought three wars. The first, for control of Sicily and the west-
ern Mediterranean, lasted 23 years (264-241 b.c.). It ended
in the defeat of Carthage. The Second Punic War began in
218 B.c. The mastermind behind the war was a 29-year-old
Carthaginian general named Hannibal . Hannibal was a bril-
liant military strategist who wanted to avenge Carthage’s
earlier defeat.
Hannibal assembled an army of 50,000 infantry, 9,000
cavalry, and 60 elephants with the intent of capturing Rome.
Instead of a head-on attack, however, Hannibal sought to
surprise the Romans with a most daring and risky move. He
led his army on a long trek from Spain across France and
through the Alps. Despite losing more than half his men and
most of his elephants, the general’s move initially worked.
For more than a decade, he marched his forces up and down
the Italian peninsula at will. Hannibal won his greatest vic-
tory at Cannae, in 216 b.c. There his army inflicted enor-
mous losses on the Romans. However, the Romans
regrouped and with the aid of many allies stood firm. They
prevented Hannibal from capturing Rome.
History Makers
Hannibal 247-183 b.c.
When Hannibal was only a boy of
nine, his father, Hamilcar Barca, a
general in Carthage's army, made
him swear that he would always hate
Rome and seek to destroy it.
After his defeat at the battle of
Zama and Carthage's loss in the
Second Punic War, Hannibal took
refuge among Rome's enemies. He
fought against Roman forces as an
ally of the kings of Syria and Bithynia.
When Roman agents came for him in
Bithynia on the Black Sea in Anatolia
in 183 b.c., he committed suicide
rather than submit to Rome.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY Create an
annotated map of Hannibal's
journey through the Alps. Go to
classzone.com for your research.
MAIN IDEA
Analyzing Issues
ftv How did its
treatment of
conquered people
affect Rome's
expansion?
Vocabulary
The term Punic
comes from the
Latin word for
Phoenician.
1 58 Chapter 6
Punic Wars, 264-146 b.c.
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1. Movement How many miles did Hannibal's forces march to reach Cannae?
2. Region What territory did Rome add between 264 b.c. and 146 b.c.?
Extent of Carthage's rule, 264 b.c.
Extent of Roman rule, 264 b.c.
Additional Roman territory, 146 b.c.
Hannibal's invasion route
Scipio's invasion route
Major battle
ATLANTIC
OCEAN
40°N
MAIN IDEA '
Drawing
Conclusions
£/ Why were
the Punic Wars
important?
Rome Triumphs Finally, the Romans found a daring military leader to match
Hannibal’s boldness. A general named Scipio (SIHP*ee*oh) devised a plan to
attack Carthage. This strategy forced Hannibal to return to defend his native city.
In 202 b.c., at Zama near Carthage, the Romans finally defeated Hannibal.
During the Third Punic War (149-146 b.c.), Rome laid siege to Carthage. In 146
B.c., the city was set afire and its 50,000 inhabitants sold into slavery. Its territory
was made a Roman province.
Rome’s victories in the Punic Wars gave it dominance over the western
Mediterranean. The Romans then went on to conquer the eastern half. By about 70
B.c., Rome’s Mediterranean empire stretched from Anatolia in the east to Spain in
the west. As you will read in Section 2, however, such growth and power brought
with it a new set of difficulties. C,
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• republic • patrician • plebeian • tribune • consul • senate • dictator • legion • Punic Wars • Hannibal
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. What do you consider to be
the key characteristic of the
early Roman Republic? Why?
3.
4.
I. T he Origins of Roma
A.
B>.
II. T he Barhf Republic
A.
&.
III. Rome Spreads
l-ts Power
A.
3.
What limits were there on the
power of the Roman consuls?
What was the significance of
the Twelve Tables?
How was Hannibal's attack on
Rome daring and different?
6. FORMING OPINIONS Do you think the Roman Republic
owed its success more to its form of government or its
army? Why?
7. ANALYZING ISSUES Do you agree with claims that early
Rome had achieved a "balanced" government? Explain.
8. CLARIFYING How did Rome expand its territory and
maintain control over it?
9. WRITING ACTIVITY I POWER AND AUTHORITY | Write a brief
essay explaining what problems might arise from
appointing a dictator during times of crisis.
CONNECT TO TODAY
PREPARING AN ORAL REPORT
Use the library and other resources to locate any monuments built to either Hannibal or the
Punic Wars. Then present what you found and the circumstances surrounding the
monument's creation in an oral report.
Ancient Rome and Early Christianity 1 59
The Roman Empire
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
EMPIRE BUILDING The
The Roman Empire has served
• civil war
• triumvirate
creation of the Roman Empire
throughout history as a model
• Julius
• Augustus
transformed Roman govern-
of political organization and
Caesar
• Pax Romana
ment, society, economy, and
control.
culture.
SETTING THE STAGE As Rome enlarged its territory, its republican form of
government grew increasingly unstable. Eventually, the Roman Republic gave way
to the formation of a mighty dictator-ruled empire that continued to spread
Rome’s influence far and wide.
TAKING NOTES
Clarifying Make a
bulleted chart showing
how Rome changed as
it became an empire.
Changes in Rome
$ Dictator claims
sole power
The Republic Collapses
Rome’s increasing wealth and expanding boundaries brought many problems.
The most serious were growing discontent among the lower classes of society
and a breakdown in military order. These problems led to a shakeup of the
republic — and the emergence of a new political system.
Economic Turmoil As Rome grew, the gap between rich and poor grew wider.
Many of Rome’s rich landowners lived on huge estates. Thousands of enslaved
persons — many of whom had been captured peoples in various wars — were
forced to work on these estates. By 100 b.c., enslaved persons formed perhaps
one-third of Rome’s population.
Small farmers found it difficult to compete with the large estates run by the
labor of enslaved people. Many of these farmers were former soldiers. A large
number of them sold their lands to wealthy landowners and became homeless and
jobless. Most stayed in the countryside and worked as seasonal migrant laborers.
Some headed to Rome and other cities looking for work. They joined the ranks of
the urban poor, a group that totaled about one-fourth of Roman society.
Two brothers, Tiberius and Gaius (GUY*us) Gracchus (GRAK*us), attempted
to help Rome’s poor. As tribunes, they proposed such reforms as limiting the size
of estates and giving land to the poor. Tiberius spoke eloquently about the plight
of the landless former soldiers:
PRIMARY SOURCE
The savage beasts have their . . . dens, . . . but the men who bear arms and expose
their lives for the safety of their country, enjoy . . . nothing more in it but the air and
light . . . and wander from place to place with their wives and children.
TIBERIUS GRACCHUS quoted in Plutarch, The Lives of Noble Greeks and Romans
1 60 Chapter 6
The brothers made enemies of numerous senators, who felt threatened by their
ideas. Both met violent deaths — Tiberius in 133 b.c. and Gaius in 121 b.c.
A period of civil war , or conflict between groups within the same country,
followed their deaths.
Military Upheaval Adding to the growing turmoil within the republic was a
breakdown of the once-loyal military. As the republic grew more unstable, gener-
als began seizing greater power for themselves. They recruited soldiers from the
landless poor by promising them land. These soldiers fought for pay and owed alle-
giance only to their commander. They replaced the citizen- soldiers whose loyalty
had been to the republic. It now was possible for a military leader supported by his
own troops to take over by force. Eventually, one would do just that.
Julius Caesar Takes Control In 60 b.c., a military leader named Julius Caesar
joined forces with Crassus, a wealthy Roman, and Pompey, a popular general. With
their help, Caesar was elected consul in 59 b.c. For the next ten years, these men
dominated Rome as a triumvirate , a group of three rulers.
Caesar was a strong leader and a genius at military strategy. Following tradition,
he served only one year as consul. He then appointed himself governor of Gaul
(now France). During 58-50 b.c., Caesar led his legions in
a grueling but successful campaign to conquer all of Gaul.
Because he shared fully in the hardships of war, he won his
men’s loyalty and devotion.
The reports of Caesar’s successes in Gaul made him very
popular with the people of Rome. Pompey, who had become
his political rival, feared Caesar’s ambitions. In 50 b.c., the
senate, at Pompey’s urgings, ordered Caesar to disband his
legions and return home.
Caesar defied the senate’s order. On the night of January
10, 49 B.c., he took his army across the Rubicon River in
Italy, the southern limit of the area he commanded. He
marched his army swiftly toward Rome, and Pompey fled.
Caesar’s troops defeated Pompey’s armies in Greece, Asia,
Spain, and Egypt. In 46 b.c., Caesar returned to Rome,
where he had the support of the army and the masses. That
same year, the senate appointed him dictator. In 44 b.c., he
was named dictator for life.
Caesar's Reforms Caesar governed as an absolute ruler,
one who has total power. However, he started a number of
reforms. He granted Roman citizenship to many people in
the provinces. He expanded the senate, adding friends and
supporters from Italy and other regions. Caesar also helped
History Makers
Julius Caesar
100-44 b.c.
In 44 b.c., on March 15, Caesar
prepared to go to speak to the
Senate, unaware that important
senators plotted his death. According
to legend, his wife, Calpurnia, begged
him not to go. She said she had seen
him in a dream dying in her arms of
stab wounds.
When Caesar arrived at the Senate
chamber, he sat in his chair. Soon the
plotters encircled him, took knives
hidden in their togas, and stabbed him
23 times, as depicted in the painting
below. They were led by Gaius Cassius
and Caesar's friend Marcus Brutus.
Caesar's last words were "Et tu,
Brute?" ("You, too, Brutus?")
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on Julius
Caesar, go to classzone.com
the poor by creating jobs, especially through the construction of new public build-
ings. He started colonies where people without land could own property, and he
increased pay for soldiers.
Many nobles and senators expressed concern over Caesar’s growing power, suc-
cess, and popularity. Some feared losing their influence. Others considered him a
tyrant. A number of important senators, led by Marcus Brutus and Gaius Cassius,
plotted his assassination. On March 15, 44 B.C., they stabbed him to death in the
senate chamber. 5 )
Beginning of the Empire After Caesar’s death, civil war broke out again and
destroyed what was left of the Roman Republic. Three of Caesar’s supporters
banded together to crush the assassins. Caesar’s 18-year-old grandnephew and
adopted son Octavian (ahk*TAY*vee*uhn) joined with an experienced general
named Mark Antony and a powerful politician named Lepidus. In 43 B.C., they took
control of Rome and ruled for ten years as the Second Triumvirate.
Their alliance, however, ended in jealousy and violence. Octavian forced
Lepidus to retire. He and Mark Antony then became rivals. While leading troops
against Rome’s enemies in Anatolia, Mark Antony met Queen Cleopatra of Egypt.
He fell in love with her and followed her to Egypt. Octavian accused Antony of
plotting to rule Rome from Egypt, and another civil war erupted. Octavian defeated
the combined forces of Antony and Cleopatra at the naval
battle of Actium in 31 b.c. Later, Antony and Cleopatra
committed suicide.
While he restored some aspects of the republic, Octavian
became the unchallenged ruler of Rome. Eventually he
accepted the title of Augustus (aw*GUHS*tuhs), or “exalted
one.” He also kept the title imperator, or “supreme military
commander,” a term from which emperor is derived. Rome
was now an empire ruled by one man.
A Vast and Powerful Empire
Rome was at the peak of its power from the beginning of
Augustus’s rule in 27 b.c. to a.d. 180. For 207 years, peace
reigned throughout the empire, except for some fighting
with tribes along the borders. This period of peace and pros-
perity is known as the Pax Romana — “Roman peace.” B/
During this time, the Roman Empire included more than
3 million square miles. Its population numbered between 60
and 80 million people. About 1 million people lived in the
city of Rome itself.
A Sound Government The Romans held their vast empire
together in part through efficient government and able
rulers. Augustus was Rome’s ablest emperor. He stabilized
the frontier, glorified Rome with splendid public buildings,
and created a system of government that survived for cen-
turies. He set up a civil service. That is, he paid workers to
manage the affairs of government, such as the grain supply,
tax collection, and the postal system. Although the senate
still functioned, civil servants drawn from plebeians and
even former slaves actually administered the empire.
After Augustus died in a.d. 14, the system of government
that he established maintained the empire’s stability. This
History Makers
Augustus
63 B.C. —A.D. 14
Augustus was the most powerful
ruler of the mightiest empire of the
ancient world. Yet, amid the pomp of
Rome, he lived a simple and frugal
life. His home was modest by Roman
standards. His favorite meal consisted
of coarse bread, a few sardines, and
a piece of cheese-the usual food of
a common laborer.
Augustus was also a very religious
and family-oriented man. He held to
a strict moral code. He had his only
child, Julia, exiled from Rome for not
being faithful in her marriage.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on
Augustus, go to classzone.com
_ — - — . ^
MAIN IDEA
Analyzing
Motives
Why did
Caesar's rivals feel
they had to kill him?
MAIN IDEA
Summarizing
5/ To what does
the term Pax
Romana refer?
Vocabulary
The term civil
service refers to
persons employed
in the civil adminis-
tration of govern-
ment.
1 62 Chapter 6
Trade Goods
Slaves
Metals Textiles
Wild animals
GAUL
A TL ANTIC
OCEAN
Roman Empire, a.d. 200
Aquileia
DACIA
Massalia
Salonae
Black Si
Tarraco
Byzantium
ANATOLIA &
SPAIN
Gades
Carthage
Antioch
Damascus
Caesarea
Ctesiphon ^
Jerusalem
^Alexandi
EGYPT
1,000 Kilometers
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Movement From what three continents did trade goods come to Rome?
2. Location Which goods were supplied by all three areas?
Trade in the Roman Empire, a.d. 200
was due mainly to the effectiveness of the civil service in carrying out day-to-day
operations. The Romans managed to control an empire that by the second century
a.d. reached from Spain to Mesopotamia, from North Africa to Britain. Included
in its provinces were people of many languages, cultures, and customs.
Agriculture and Trade Agriculture was the most important industry in the empire.
All else depended on it. About 90 percent of the people were engaged in farming.
Most Romans survived on the produce from their local area. Additional food (when
needed) and luxury items for the rich were obtained through trade. In Augustus’s time,
a silver coin called a denarius was in use throughout the empire. Having common
coinage made trade between different parts of the empire much easier.
Rome had a vast trading network. Ships from the east traveled the
Mediterranean protected by the Roman navy. Cities such as Corinth in Greece,
Ephesus in Anatolia, and Antioch on the eastern coast of the Mediterranean grew
wealthy. Rome also traded with China and India.
A complex network of roads linked the empire to such far-flung places as Persia
and southern Russia. These roads were originally built by the Roman army for mil-
itary purposes. Trade also brought Roman ways to the provinces and beyond.
The Roman World
Throughout its history, Rome emphasized the values of discipline, strength, and
loyalty. A person with these qualities was said to have the important virtue of grav-
itas. The Romans were a practical people. They honored strength more than beauty,
power more than grace, and usefulness more than elegance.
Ancient Rome and Early Christianity 1 63
Roman Emperors, a.d. 37-a.d. 180
Bad Emperors
Caligula
• 37-41
• Mentally
disturbed
Caligula
Nero
• 54-68
• Good admin-
istrator but
vicious
• Murdered many
• Persecuted
Christians
Domitian
• 81-96
• Ruled
dictatorially
• Feared treason
everywhere and
executed many
Good Emperors
Nerva
• 96-98
• Began custom
of adopting heir
Trajan
• 98-117
• Empire reached
its greatest extent
• Undertook vast
building program
• Enlarged social
welfare
Hadrian
• 117-138
• Consolidated
earlier conquests
• Reorganized the
bureaucracy
Antoninus Pius
• 138-161
• Reign largely a
period of peace
and prosperity
Marcus Aurelias
• 161-180
• Brought empire
to height of
economic
prosperity
• Defeated
invaders
• Wrote philosophy
Most people in the Roman Empire lived in the countryside and worked on
farms. In Rome and smaller cities, merchants, soldiers, slaves, foreigners, and
philosophers all shared the crowded, noisy streets. Here, people from all walks of
life came together to create a diverse society.
Slaves and Captivity Slavery was a significant part of Roman life. It was widespread
and important to the economy. The Romans made more use of slaves than any previ-
ous civilization. Numbers of slaves may have reached as high as one-third of the total
population. Most slaves were conquered peoples brought back by victorious Roman
armies and included men, women, and children. Children bom to slaves also became
slaves. Slaves could be bought and sold. According to Roman law, slaves were the
properly of their owners. They could be punished, rewarded, set free, or put to death
as their masters saw fit.
Trajan
Slaves worked both in the city and on the farm. Many were treated cruelly and
worked at hard labor all day long. Some — strong, healthy males — were forced to
become gladiators, or professional fighters, who fought to the death in public contests.
Other slaves, particularly those who worked in wealthy households, were better
treated. Occasionally, slaves would rebel. None of the slave revolts succeeded. More
than a million slaves lost their lives attempting to gain their freedom.
Gods and Goddesses The earliest Romans worshiped powerful spirits or divine
forces, called numina, that they thought resided in everything around them. Closely
related to these spirits were the Lares (LAIR-eez), who were the guardian spirits of
each family. They gave names to these powerful gods and goddesses and honored
them through various rituals, hoping to gain favor and avoid misfortune.
In Rome, government and religion were linked. The deities were symbols of the
state. Romans were expected to honor them not only in private rituals at shrines in
their homes but also in public worship ceremonies conducted by priests in temples.
Among the most important Roman gods and goddesses were Jupiter, father of the
gods; Juno, his wife, who watched over women; and Minerva, goddess of wisdom
and of the arts and crafts. During the empire, worship of the emperor also became
part of the official religion of Rome.
Society and Culture By the time of the empire, wealth and social status made
huge differences in how people lived. Classes had little in common. The rich lived
extravagantly. They spent large sums of money on homes, gardens, slaves, and lux-
uries. They gave banquets that lasted for many hours and included foods that were
rare and costly, such as boiled ostrich and parrot-tongue pie.
However, most people in Rome barely had the necessities of life. During the
time of the empire, much of the city’s population was unemployed. The govern-
ment supported these people with daily rations of grain. In the shadow of Rome’s
1 64 Chapter 6
History Depth
Gladiator Games
Thumbs up or thumbs down— that is
how a match often ended for a
gladiator (shown in this mosaic battling
a tiger). When one of the combatants
fell, the organizer of the games usually
determined his fate. A thumbs up sign
from him meant that the fighter would
live. Thumbs down meant his death.
The crowd usually played a key role
in these life-and-death decisions. If the
masses liked the fallen gladiator, he
most likely would live to fight another
day. If not, he was doomed.
great temples and public buildings, poor people crowded into rickety, sprawling
tenements. Fire was a constant danger.
To distract and control the masses of Romans, the government provided free
games, races, mock battles, and gladiator contests. By a.d. 250, there were 150 hol-
idays a year. On these days of celebration, the Colosseum, a huge arena that could
hold 50,000, would fill with the rich and the poor alike. The spectacles they watched
combined bravery and cruelty, honor and violence. In the animal shows, wild crea-
tures brought from distant lands, such as tigers, lions, and bears, fought to the death.
In other contests, gladiators engaged in combat with animals or with each other,
often until one of them was killed.
During this time of Pax Romana , another activity slowly emerged in the Roman
Empire — the practice of a new religion known as Christianity. The early followers
of this new faith would meet with much brutality and hardship for their beliefs. But
their religion would endure and spread throughout the empire, and eventually
become one of the dominant faiths of the world.
SECTION
2
ASSESSMENT
^ A
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• civil war • Julius Caesar • triumvirate • Augustus • Pax Romana
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. What changes do you
consider negative? Why?
3. What factors contributed to the
fall of the Roman Republic?
6. ANALYZING CAUSES What role did Julius Caesar play in
the decline of the republic and the rise of the empire?
Changes in Rome
» Dictator clams
sole power
4. What were the main reasons
for the Romans' success in
controlling such a large
empire?
7. ANALYZING ISSUES What aspects of Roman society
remained similar from republic to empire?
8. RECOGNIZING EFFECTS What was Augustus's greatest
contribution to Roman society? Why?
5. What measures did the
government take to distract
and control the masses of
Rome?
9. WRITING ACTIVITY | EMPIRE BUILDING 1 Write a brief
dialogue in which various members of society comment
on conditions in the Roman Empire during the Pax
Romana. Participants might include a senator, a civil
servant, a slave, a merchant, and a former soldier.
CONNECT TO TODAY
CREATING A POSTER
Create a poster depicting the sporting events and other forms of entertainment that you enjoy
watching. Include an introductory paragraph that explains what about them appeals to you.
Ancient Rome and Early Christianity 1 65
Life in a Roman Villa
INTEGRATED TECHNOLOGY
Kitchen Well-stocked
kitchens kept family members
and guests well fed. A dinner
from this kitchen might consist
of eggs, vegetables, shellfish,
meat, cakes, and fruit.
▼ The Villa
Very few Romans could afford to
live in such luxury, but those who
could left a legacy that still
inspires wonder.
Center of Activity
Owners of such villas were
usually noted citizens, and their
homes had frequent visitors.
Q Entrance Hall Beautiful floor
mosaics sometimes decorated the
villa's entrance. Skilled artisans
created the intricate designs like the
one shown in the entry of this home.
Much of what we know about Roman homes comes from archaeological
excavations of the ancient cities of Pompeii and Herculaneum. In a.d. 79,
Pompeii and Herculaneum were buried in volcanic ash by a tremendous
eruption of Mount Vesuvius. The illustration you see here is modeled after a
home in Pompeii. Notice the rich artwork and refined architecture of this home.
RESEARCH LINKS For more on life
in a Roman villa, go to classzone.com
1 66 Chapter 6
Pompeii
• Of the 10,000 to 20,000
people who lived in Pompeii,
only 2,000 bodies have been
uncovered.
• About three-fourths of the city
has been excavated.
Mount Vesuvius
• Scientists believe there may
be a reservoir of magma 400
kilometers (about 249 miles)
wide sitting below Mount
Vesuvius.
1501-2000*
Number of Eruptions
* The last eruption occurred in 1944.
Source: Encyclopaedia Britan nica
Connect to Today
1. Making Inferences What other types
of rooms or activities can you identify
in the illustration?
See Skillbuilder Handbook, page RIO.
2. Comparing and Contrasting How
are homes today similar to a Roman
villa? How are they different?
167
• Today, in the first 15 minutes
of a medium-to-large-scale
eruption, an area within a
4-mile radius of the volcano
could be destroyed-about 1
million people live and work
in this area.
Number of Major
Recorded Volcanic Eruptions
A.D. 1-500
501-1000 ■ 5
1001-1500 {2
ip) Gardens Wealthy
Romans maintained
gardens decorated with
fountains, sculptures,
and frescoes.
► Archaeological
Excavation
When Mount Vesuvius
erupted, ash rained down,
covered everything, and
hardened. Bread (shown
above) carbonized in the
bakeries. Bodies decayed
under the ash leaving
hollow spaces. An
archaeologist developed
the technique of pouring
plaster into the spaces
and then removing the
ash. The result was a cast
of the body where it fell.
▲ Frescoes
A fresco is a painting made on damp plaster. Roman artists used
this technique to brighten the walls of Roman homes. This fresco
from the ruins of Pompeii reflects a couple's pride at being able
to read and write— she holds tools for writing and he a scroll.
The Rise of Christianity
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
RELIGIOUS AND ETHICAL
Christianity has spread
• Jesus
• Constantine
SYSTEMS Christianity arose in
throughout the world and today
• apostle
• bishop
Roman-occupied Judea and
has more than a billion
• Paul
• Peter
spread throughout the Roman
followers.
• Diaspora
• pope
Empire.
SETTING THE STAGE While religion played an important role in Roman
society, the worship of Roman gods was impersonal and often practiced with-
out a great deal of emotion. As the empire grew, so, too, did a new religion
called Christianity. Born as a movement within Judaism, it emphasized a more
personal relationship between God and people — and attracted many Romans.
TAKING NOTES
Following Chronological
Order Use a sequence
graphic to show the
events that led to the
spread of Christianity .
The Life and Teachings of Jesus
Roman power spread to Judea, the home of the Jews, around 63 b.c. At first the
Jewish kingdom remained independent, at least in name. Rome then took control
of the Jewish kingdom in a.d. 6 and made it a province of the empire. A number
of Jews, however, believed that they would once again be free. According to bib-
lical tradition, God had promised that a savior known as the Messiah would
arrive and restore the kingdom of the Jews. Roughly two decades after the
beginning of Roman rule, many believed that such a savior had arrived.
Jesus of Nazareth Although the exact date is uncertain, historians believe that
sometime around 6 to 4 b.c., a Jew named Jesus was born in the town of
Bethlehem in Judea. Jesus was raised in the village of Nazareth in northern
Palestine. He was baptized by a prophet known as John the Baptist. As a young
man, he took up the trade of carpentry.
At the age of 30, Jesus began his public ministry. For the next three years, he
preached, taught, did good works, and reportedly performed miracles. His teach-
ings contained many ideas from Jewish tradition, such as monotheism, or belief
in only one god, and the principles of the Ten Commandments. Jesus emphasized
God’s personal relationship to each human being. He stressed the importance of
people’s love for God, their neighbors, their enemies, and even themselves. He
also taught that God would end wickedness in the world and would establish an
eternal kingdom after death for people who sincerely repented their sins. (Refer
to pages 286-287 for more about Christianity.)
A Growing Movement Historical records of the time mention very little about
Jesus. The main source of information about his teachings are the Gospels, the
first four books of the New Testament of the Bible. Some of the Gospels are
thought to have been written by one or more of Jesus’ disciples, or pupils. These
12 men later came to be called apostles .
1 68 Chapter 6
As Jesus preached from town to town, his fame grew. He attracted large crowds,
and many people were touched by his message. Because Jesus ignored wealth and
status, his message had special appeal to the poor. “Blessed are the meek, for they
shall inherit the earth,” he said. His words, as related in the Gospels, were simple
and direct:
PRIMARY SOURCE
Love your enemies, do good to those who hate you, bless those who curse you, and
pray for those who mistreat you. If anyone hits you on the cheek, let him hit the other
one too; if someone takes your coat, let him have your shirt as well. Give to everyone
who asks you for something, and when someone takes what is yours, do not ask for it
back. Do for others just what you want them to do for you.
Luke 6:27-31
MAIN IDEA
Hypothesizing
A> Why did the
followers of Jesus
think he was the
Messiah?
Jesus' Death Jesus’ growing popularity concerned both Roman and Jewish leaders.
When Jesus visited Jerusalem about a.d. 29, enthusiastic crowds greeted him as the
Messiah, or king — the one whom the Bible had said would come to rescue the
Jews. The chief priests of the Jews, however, denied that Jesus was the Messiah.
They said his teachings were blasphemy, or contempt for God. The Roman gover-
nor Pontius Pilate accused Jesus of defying the authority of Rome. Pilate arrested
Jesus and sentenced him to be crucified, or nailed to a large wooden cross to die.
After Jesus’ death, his body was placed in a tomb. According to the Gospels,
three days later his body was gone, and a living Jesus began appearing to his fol-
lowers. The Gospels go on to say that then he ascended into heaven. The apostles
were more convinced than ever that Jesus was the Messiah. It was from this belief
that Jesus came to be referred to as Jesus Christ. Christos is a Greek word meaning
“messiah” or “savior.” The name Christianity was derived from “Christ.” kj
Christianity Spreads Through the Empire
Strengthened by their conviction that he had triumphed over death, the followers of
Jesus continued to spread his ideas. Jesus’ teachings did not contradict Jewish law, and
his first followers were Jews. Soon, however, these followers began to create a new
religion based on his messages. Despite political and religious opposition, the new
religion of Christianity spread slowly but steadily throughout the Roman Empire.
▼ Christ's Charge
to Saint Peter
by Renaissance
artist Raphael
depicts Jesus call-
ing the apostle
Peter to duty as
the other apostles
look on.
Paul's Mission One man, the apostle Paul , had enormous influence on
Christianity’s development. Paul was a Jew who had never met Jesus and at first
was an enemy of Christianity. While traveling to Damascus in Syria, he reportedly
had a vision of Jesus. He spent the rest of his life spreading and interpreting Jesus’
teachings.
The Pax Romana, which made travel and the exchange of ideas fairly safe, pro-
vided the ideal conditions for Christianity to spread. Common languages — Latin
and Greek — allowed the message to be easily understood. Paul wrote influential
letters, called Epistles, to groups of believers. In his teaching, Paul stressed that
Jesus was the son of God who died for people’s sins. He also declared that
Christianity should welcome all converts, Jew or Gentile (non-Jew). It was this uni-
versality that enabled Christianity to become more than just a local religion.
Jewish Rebellion During the early years of Christianity, much Roman attention
was focused on the land of Jesus’ birth and on the Jews. In a.d. 66, a band of Jews
rebelled against Rome. In a.d. 70, the Romans stormed
Jerusalem and destroyed the Temple complex. All that
remained was a western portion of the wall, which today is the
holiest Jewish shrine. The Jewish fortress near Masada (see
map at right) held out until a.d. 73. About a half million Jews
were killed in the course of this rebellion.
The Jews made another attempt to break free of the
Romans in a.d. 132. Another half-million Jews died in three
years of fighting. Although the Jewish religion survived, the
Jewish political state ceased to exist for more than 1,800
years. Most Jews were driven from their homeland into
exile. The dispersal of the Jews is called the Diaspora .
Persecution of the Christians Christians also posed a
problem for Roman rulers. The main reason was that they
refused to worship Roman gods. This refusal was seen as
opposition to Roman rule. Some Roman rulers also used
Christians as scapegoats for political and economic troubles.
By the second century, as the Pax Romana began to
crumble, persecution of the Christians intensified. Romans
exiled, imprisoned, or executed Christians for refusing to
worship Roman deities. Thousands were crucified, burned,
or killed by wild animals in the circus arenas. Other
Christians and even some non-Christians regarded perse-
cuted Christians as martyrs. Martyrs were people willing to
sacrifice their lives for the sake of a belief or a cause.
A World Religion
Despite persecution of its followers, Christianity became a powerful force. By the
late third century a.d., there were millions of Christians in the Roman Empire and
beyond. The widespread appeal of Christianity was due to a variety of reasons.
Christianity grew because it
• embraced all people — men and women, enslaved persons, the poor, and nobles;
• gave hope to the powerless;
• appealed to those who were repelled by the extravagances of imperial Rome;
• offered a personal relationship with a loving God;
• promised eternal life after death. Kj
Global Impact^
The Jewish Diaspora
Centuries of Jewish exile followed
the destruction of their temple and
the fall of Jerusalem in a.d. 70. This
period is called the Diaspora, from
the Greek word for "dispersal." Jews
fled to many parts of the world,
including Europe.
In the 1 100s, many European Jews
were expelled from their homes.
Some moved to Turkey, Palestine,
and Syria. Others went to Poland
and neighboring areas.
The statelessness of the Jews
did not end until the creation of
Israel in 1948.
Mediterranean
Sea
GALILEE
Jerusalem
JUDEA
Dead
la Sea
Vocabulary
Scapegoats are
groups or individ-
uals that innocently
bear the blame for
others.
MAIN IDEA
Making
Inferences
§/ Why were the
citizens of the
Roman Empire so
drawn to
Christianity?
170 Chapter 6
4
North
Sea
GAUL
Black Sea
SPAIN
* Nicaea
ARMENIA
ANATOLIA
Antioch
JUDEA
)0 Kilometers
Spread of Christianity in the Roman World to a.d. 500
ATLANTIC
OCEAN
500 Miles
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Location Where was Christianity most widespread in a.d. 325?
2 . Region What was the extent (north to south , east to west) of
Christianity's spread by a.d. 500?
■I Christian areas, 325
□ Additional Christian areas, 500
— Boundary of Roman Empire, 395
Vocabulary
A hierarchy is a
group of persons
organized in order
of ranks, with each
level subject to the
authority of the one
above.
Constantine Accepts Christianity A critical moment in Christianity occurred in
a.d. 312, when the Roman emperor Constantine was fighting three rivals for lead-
ership of Rome. He had marched to the Tiber River at Rome to battle his chief
rival. On the day before the battle at Milvian Bridge, Constantine prayed for divine
help. He reported that he then saw an image of a cross — a symbol of Christianity.
He ordered artisans to put the Christian symbol on his soldiers’ shields.
Constantine and his troops were victorious in battle. He credited his success to the
help of the Christian God.
In the next year, a.d. 313, Constantine announced an end to the persecution of
Christians. In the Edict of Milan, he declared Christianity to be one of the religions
approved by the emperor. Christianity continued to gain strength. In 380, the
emperor Theodosius made it the empire’s official religion.
Early Christian Church By this time, Christians had given their religion a struc-
ture, much as the Roman Empire had a hierarchy. At the local level, a priest led
each small group of Christians. A bishop , who was also a priest, supervised sev-
eral local churches. The apostle Peter had traveled to Rome from Jerusalem and
became the first bishop there. According to tradition, Jesus referred to Peter as the
“rock” on which the Christian Church would be built. As a result, all priests and
bishops traced their authority to him.
Eventually, every major city had its own bishop. However, later bishops of
Rome claimed to be the heirs of Peter. These bishops said that Peter was the first
pope , the father or head of the Christian Church. They said that whoever was
bishop of Rome was also the leader of the whole Church. Also, as Rome was the
capital of the empire, it seemed the logical choice to be the center of the Church.
Ancient Rome and Early Christianity 171
A Single Voice As Christianity grew, disagreements about beliefs developed
among its followers. Church leaders called any belief that appeared to contradict
the basic teachings a heresy. Dispute over beliefs became intense. In an attempt to
end conflicts, Church leaders tried to set a single, official standard of belief. These
beliefs were compiled in the New Testament, which contained the four Gospels, the
Epistles of Paul, and other documents. The New Testament was added to the
Hebrew Bible, which Christians called the Old Testament. In a.d. 325, Constantine
moved to solidify further the teachings of Christianity. He called Church leaders to
Nicaea in Anatolia. There they wrote the Nicene Creed, which defined the basic
beliefs of the Church.
The Fathers of the Church Also influential in defining Church teachings were
several early writers and scholars who have been called the Fathers of the Church.
One of the most important was Augustine, who became bishop of the city of Hippo
in North Africa in 396. Augustine taught that humans needed the grace of God to
be saved. He further taught that people could not receive God’s grace unless they
belonged to the Church and received the sacraments.
One of Augustine’s most famous books is The City of God. It was written after
Rome was plundered in the fifth century. Augustine wrote that the fate of cities
such as Rome was not important because the heavenly city, the city of God, could
never be destroyed:
PRIMARY SOURCE &
The one consists of those who live by human standards, the other of those who
live according to God's will. ... By two cities I mean two societies of human
beings, one of which is predestined to reign with God for all eternity, the other is
doomed to undergo eternal punishment with the Devil.
ST. AUGUSTINE, The City of God
While Christianity continued its slow but steady rise, the Roman Empire itself
was gradually weakening. Under the weight of an increasing number of both foreign
and domestic problems, the mighty Roman Empire eventually began to crumble.
MAIN IDEA
Analyzing Primary
Sources
C/Why would St.
Augustine write his
book after Rome
had been attacked?
i
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Jesus • apostle • Paul • Diaspora • Constantine • bishop • Peter • pope
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2 . What event do you think had
the biggest impact? Explain.
3. What did Jesus emphasize in
his early teachings?
4. Why did the early Christians
face persecution from the
Romans?
5. What was the importance of
the Nicene Creed?
OUTLINING A SPEECH
6. HYPOTHESIZING Do you think Christianity would have
developed in the same way if it had arisen in an area
outside the Roman Empire? Explain.
7. FORMING AND SUPPORTING OPINIONS Who did more to
spread Christianity— Paul or Constantine? Why?
8. ANALYZING ISSUES Why do you think Roman leaders so
opposed the rise of a new religion among their subjects?
9. WRITING ACTIVITY | RELIGIOUS AND ETHICAL SYSTEMS |
Imagine you are a resident of Judea during the time of
Jesus. Write a letter to a friend in Rome describing Jesus
and his teachings.
Locate a recent speech by the pope or the leader of another Christian church and outline its
main ideas. Then read some of the speech to the class and discuss its main points.
1 72 Chapter 6
The Fall of the Roman Empire
MAIN IDEA
EMPIRE BUILDING Internal
problems and invasions spurred
the division and decline of the
Roman Empire.
WHY JT MATTERS NOW
The decline and fall of great
civilizations is a repeating pattern
in world history.
TERMS & NAMES
inflation • Constantinople
mercenary • Attila
Diocletian
SETTING THE STAGE In the third century A.D., Rome faced many problems.
They came both from within the empire and from outside. Only drastic economic,
military, and political reforms, it seemed, could hold off collapse.
A Century of Crisis
Historians generally agree that the end of the reign of the emperor Marcus
Aurelius (a.d. 161-180) marked the end of two centuries of peace and prosper-
ity known as the Pax Romana. The rulers that followed in the next century had
little or no idea of how to deal with the giant empire and its growing problems.
As a result, Rome began to decline.
Rome's Economy Weakens During the third century a.d., several factors
prompted the weakening of Rome’s economy. Hostile tribes outside the bound-
aries of the empire and pirates on the Mediterranean Sea disrupted trade. Having
reached their limit of expansion, the Romans lacked new sources of gold and sil-
ver. Desperate for revenue, the government raised taxes. It also started minting
coins that contained less and less silver. It hoped to create more money with the
same amount of precious metal. However, the economy soon suffered from
inflation , a drastic drop in the value of money coupled with a rise in prices.
Agriculture faced equally serious problems. Harvests in Italy and western
Europe became increasingly meager because overworked soil had lost its fertil-
ity. What’s more, years of war had destroyed much farmland. Eventually, serious
food shortages and disease spread, and the population declined.
Military and Political Turmoil By the third century a.d., the Roman military
was also in disarray. Over time, Roman soldiers in general had become less dis-
ciplined and loyal. They gave their allegiance not to Rome but to their comman-
ders, who fought among themselves for the throne. To defend against the
increasing threats to the empire, the government began to recruit mercenaries ,
foreign soldiers who fought for money. While mercenaries would accept lower
pay than Romans, they felt little sense of loyalty to the empire.
Feelings of loyalty eventually weakened among average citizens as well. In the
past, Romans cared so deeply about their republic that they willingly sacrificed their
lives for it. Conditions in the later centuries of the empire caused citizens to lose
their sense of patriotism. They became indifferent to the empire’s fate.
TAKING NOTES
Analyzing Causes and
Recognizing Effects
Identify the main causes
of the effects listed below.
Causes
Effects
inflection
Untrust-
worthy
army
Political
instability
Ancient Rome and Early Christianity 173
Emperors Attempt Reform
Remarkably, Rome survived intact for another 200 years. This was due largely to
reform-minded emperors and the empire’s division into two parts.
Diocletian Reforms the Empire In a.d. 284, Diocletian , a strong-willed army
leader, became the new emperor. He ruled with an iron fist and severely limited
personal freedoms. Nonetheless, he restored order to the empire and increased its
strength. Diocletian doubled the size of the Roman army and sought to control
inflation by setting fixed prices for goods. To restore the prestige of the office of
emperor, he claimed descent from the ancient Roman gods and created elaborate
ceremonies to present himself in a godlike aura.
Diocletian believed that the empire had grown too large and too complex for one
ruler. In perhaps his most significant reform, he divided the empire into the Greek-
speaking East (Greece, Anatolia, Syria, and Egypt) and the Latin-speaking West
(Italy, Gaul, Britain, and Spain). He took the eastern half for himself and appointed
a co-ruler for the West. While Diocletian shared authority, he kept overall control.
His half of the empire, the East, included most of the empire’s great cities and trade
centers and was far wealthier than the West.
Because of ill health, Diocletian retired in a.d. 305. However, his plans for orderly
succession failed. Civil war broke out immediately. By 31 1, four rivals were compet-
ing for power. Among them was an ambitious young commander named Constantine,
the same Constantine who would later end the persecution of Christians.
Constantine Moves the Capital Constantine gained control of the western part
of the empire in a.d. 312 and continued many of the social and economic policies
Multiple Causes: Fall of the Western Roman Empire
Contributing Factors
Political
• Political office seen as
burden, not reward
• Military interference
in politics
• Civil war and unrest
• Division of empire
• Moving of capital to
Byzantium
Social
• Decline in interest in
public affairs
• Low confidence in
empire
• Disloyalty, lack of
patriotism, corruption
• Contrast between rich
and poor
• Decline in population
due to disease and
food shortage
Economic
• Poor harvests
• Disruption of trade
• No more war plunder
• Gold and silver drain
• Inflation
• Crushing tax burden
• Widening gap between rich
and poor and increasingly
impoverished Western
Empire
Immediate Cause
Invasion by Germanic tribes and by Huns
FALL OF ROMAN EMPIRE
Military
• Threat from northern
European tribes
• Low funds for defense
• Problems recruiting
Roman citizens;
recruiting of non-
Romans
• Decline of patriotism
and loyalty among
soldiers
SKILLBUILDER: Interpreting Charts
1 . Analyzing Issues Could changes in any contributing factors have reversed the decline of the empire?
Why or why not?
2. Analyzing Causes Which contributing factors— political, social, economic, or military— were the most
significant in the fall of the Western Roman Empire?
North
Sea /
Huns under
Attila 452 v
380-454
GAUL
Bosporus
Strait
instantinople
SPAIN
ANATOLIA
SYRIA
Jerusalei
1,000 Kilometers
Invasions into the Roman Empire, a.d. 350-500
INTERACTIVE^
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1. Movement What group of invaders came the greatest distance?
2. Location What areas of the empire were not threatened by invasion ?
V Eastern Roman Empire
□ Western Roman Empire
Burgundians
Franks
^ Huns
^ Ostrogoths
Saxons, Angles, Jutes
Vandals
— Visigoths
409 Date of invasion
MAIN IDEA
-- "rntmmm *
Analyzing
Motives
4* Why did
Constantine choose
the location of
Byzantium for his
new capital?
of Diocletian. In 324 Constantine also secured control of the East, thus restoring
the concept of a single ruler.
In a.d. 330, Constantine took a step that would have great consequence for the
empire. He moved the capital from Rome to the Greek city of Byzantium
(bih*ZAN*tshee*uhm), in what is now Turkey. The new capital stood on the
Bosporus Strait, strategically located for trade and defense purposes on a crossroads
between West and East. &
With Byzantium as its capital, the center of power in the empire shifted from
Rome to the east. Soon the new capital stood protected by massive walls and
filled with imperial buildings modeled after those in Rome. The city eventually
took a new name — Constantinople (KAHN*stan*tuhn*OH*puhl), or the city of
Constantine. After Constantine’s death, the empire would again be divided. The
East would survive; the West would fall.
The Western Empire Crumbles
The decline of the Western Roman Empire took place over many years. Its final
collapse was the result of worsening internal problems, the separation of the Western
Empire from the wealthier Eastern part, and outside invasions.
Germanic Invasions Since the days of Julius Caesar, Germanic peoples had
gathered on the northern borders of the empire and coexisted in relative peace with
Rome. Around a.d. 370, all that changed when a fierce group of Mongol nomads from
central Asia, the Huns, moved into the region and began destroying all in their path.
In an effort to flee from the Huns, the various Germanic people pushed into
Roman lands. (Romans called all invaders “barbarians,” a term that they used to
refer to non-Romans.) They kept moving through the Roman provinces of Gaul,
Ancient Rome and Early Christianity 175
▲ This skull, still
retaining its hair,
shows a kind of
topknot in the
hair that some
Germanic peoples
wore to identify
themselves.
An Empire No More The last Roman emperor, a 14-
year-old boy named Romulus Augustulus, was ousted by German forces in 476.
After that, no emperor even pretended to rule Rome and its western provinces.
Roman power in the western half of the empire had disappeared. B,
The eastern half of the empire, which came to be called the Byzantine Empire,
not only survived but flourished. It preserved the great heritage of Greek and
Roman culture for another 1,000 years. (See Chapter 11.) The Byzantine emperors
ruled from Constantinople and saw themselves as heirs to the power of Augustus
Caesar. The empire endured until 1453, when it fell to the Ottoman Turks.
Even though Rome’s political power in the West ended, its cultural influence did
not. Its ideas, customs, and institutions influenced the development of Western
civilization — and still do so today.
Spain, and North Africa. The Western Empire was
unable to field an army to stop them. In 410, hordes of
Germans overran Rome itself and plundered it for
three days.
Attila the Hun Meanwhile, the Huns, who were
indirectly responsible for the Germanic assault on the
empire, became a direct threat. In 444, they united for
the first time under a powerful chieftain named Attila
(AT*uhl*uh). With his 100,000 soldiers, Attila terror-
ized both halves of the empire. In the East, his armies
attacked and plundered 70 cities. (They failed,
however, to scale the high walls of Constantinople.)
The Huns then swept into the West. In a.d. 452,
Attila’s forces advanced against Rome, but bouts of
famine and disease kept them from conquering the
city. Although the Huns were no longer a threat to the
empire after Attila’s death in 453, the Germanic
invasions continued.
MAIN IDEA
Hypothesizing
^ Do you think
Rome would have
fallen to invaders if
the Huns had not
moved into the
west? Explain.
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• inflation • mercenary • Diocletian • Constantinople • Attila
j
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. How did these problems
open the empire to
invading peoples?
Causes
Effects
inflation
Untrust-
worthy
army
Political
instability
3. What were the main internal
causes of the empire's decline?
4. How did Diocletian succeed in
preserving the empire?
5. Why did so many Germanic
tribes begin invading the
Roman Empire?
6. DRAWING CONCLUSIONS How do you think the splitting
of the empire into two parts helped it survive for another
200 years?
7. IDENTIFYING PROBLEMS Which of Rome's internal
problems do you think were the most serious? Why?
8. ANALYZING ISSUES Why do you think the eastern half of
the empire survived?
9. WRITING ACTIVITY EMPIRE BUILDING Imagine you are a
journalist in the Roman Empire. Write an editorial in
which you comment— favorably or unfavorably— on
Constantine's decision to move the capital of the empire.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY
Use the Internet to gather information and create a travel brochure about modern- INTERNET KEYWORD
day Constantinople, now known as Istanbul. Include an introductory paragraph Istanbul tourism
about the city and any facts you think a traveler might want to know.
176 Chapter 6
Different Perspectives: Using Primary and Secondary Sources
■ INTERACTIVE
The Fall of the Roman Empire
Since the fifth century, historians and others have argued over the empire’s fall. They
have attributed it to a variety of causes, coming both from within and outside the
empire. The following excerpts are examples of the differing opinions.
SECONDARY SOURCE
Edward Gibbon
In the 1780s Gibbon published The
History of the Decline and Fall of the
Roman Empire. In this passage,
Gibbon explains that a major cause of
the collapse was that the empire was
simply just too large.
The decline of Rome was the natural
and inevitable effect of immoderate
greatness. Prosperity ripened the
principle of decay; the causes of
destruction multiplied with the extent
of conquest; and, as soon as time or
accident had removed the artificial
supports, the stupendous fabric
yielded to the pressure of its own
weight. The story of its ruin is simple
and obvious; and instead of inquiring
why the Roman Empire was
destroyed, we should rather be
surprised that it had subsisted so long.
By SECONDARY SOURCE
Arther Ferrill
In his book The Fall of the Roman
Empire (1986), Arther Ferrill argues
that the fall of Rome was a military
collapse.
In fact the Roman Empire of the West
did fall. Not every aspect of the life of
Roman subjects was changed by that,
but the fall of Rome as a political entity
was one of the major events of the
history of Western man. It will simply
not do to call that fall a myth or to
ignore its historical significance merely
by focusing on those aspects of Roman
life that survived the fall in one form or
another. At the opening of the fifth
century a massive army, perhaps more
than 200,000 strong, stood at the
service of the Western emperor and his
generals. The destruction of Roman
military power in the fifth century was
the obvious cause of the collapse of
Roman government in the West.
Cj SECONDARY SOURCE
Finley Hooper
In this passage from his Roman
Realities (1967), Hooper argues
against the idea of a “fall.”
The year was 476. For those who
demand to know the date Rome fell,
that is it. Others will realize that the
fall of Rome was not an event but a
process. Or, to put it another way,
there was no fall at all— ancient Roman
civilization simply became something
else, which is called medieval. [It
evolved into another civilization, the
civilization of the Middle Ages.]
Dj PRIMARY SOURCE
St. Jerome
This early Church leader did not
live to see the empire’s end, but he
vividly describes his feelings after a
major event in Rome’s decline — the
attack and plunder of the city by
Visigoths in 410.
It is the end of the world . . . Words
fail me. My sobs break in . . . The
city which took captive the whole
world has itself been captured.
Document-Based
QUESTIONS
1. Compare the reasons for the fall
of Rome given in Sources A and
B. How might they be considered
similar?
2. What became of Rome according
to Source C? Do you agree or
disagree with that conclusion?
3. Source D is different from the
other sources. How?
177
Rome and the Roots of
Western Civilization
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
POWER AND AUTHORITY The
Evidence of Roman culture is
• Greco-Roman
• Virgil
Romans developed many ideas
found throughout Europe and
culture
• Tacitus
and institutions that became
North America and in Asia
• Pompeii
• aqueduct
fundamental to Western
and Africa.
civilization.
SETTING THE STAGE Romans borrowed and adapted cultural elements freely,
especially from the Greek and Hellenistic cultures. However, the Romans created
a great civilization in their own right, whose art and architecture, language and
literature, engineering, and law became its legacy to the world.
TAKING NOTES
Summarizing Use a
chart to list the
accomplishments of
Roman civilization.
Fine Arts
Literature
Law
Engineering
The Legacy of Greco-Roman Civilization
Under the Roman Empire, hundreds of territories were knitted into a single state.
Each Roman province and city was governed in the same way. The Romans were
proud of their unique ability to rule, but they acknowledged Greek leadership in
the fields of art, architecture, literature, and philosophy.
By the second century B.C., Romans had conquered Greece and had come to
greatly admire Greek culture. Educated Romans learned the Greek language. As
Horace, a Roman poet, said, “Greece, once overcome, overcame her wild con-
queror.” The mixing of elements of Greek, Hellenistic, and Roman culture pro-
duced a new culture, called Greco-Roman culture . This is also often called
classical civilization.
Roman artists, philosophers, and writers did not merely copy their Greek and
Hellenistic models. They adapted them for their own purposes and created a style
of their own. Roman art and literature came to convey the Roman ideals of
strength, permanence, and solidity.
Roman Fine Arts Romans learned the art of sculpture from the Greeks.
However, while the Greeks were known for the beauty and idealization of their
sculpture, Roman sculptors created realistic portraits in stone. Much Roman art
was practical in purpose, intended for public education.
The reign of Augustus was a period of great artistic achievement. At that time
the Romans further developed a type of sculpture called bas-relief. In bas-relief,
or low-relief, images project from a flat background. Roman sculptors used bas-
relief to tell stories and to represent crowds of people, soldiers in battle, and
landscapes.
Roman artists also were particularly skilled in creating mosaics. Mosaics were
pictures or designs made by setting small pieces of stone, glass, or tile onto a
surface. Most Roman villas, the country houses of the wealthy, had at least one
colorful mosaic. (See the Social History feature on pages 166-167.)
178 Chapter 6
In addition, Romans excelled at the art of painting. Most wealthy Romans had
bright, large murals, called frescoes, painted directly on their walls. Few have sur-
vived. The best examples of Roman painting are found in the Roman town of
Pompeii and date from as early as the second century b.c. In a.d. 79, nearby Mount
Vesuvius erupted, covering Pompeii in a thick layer of ash and killing about 2,000
residents. The ash acted to preserve many buildings and works of art.
Learning and Literature Romans borrowed much of their philosophy from the
Greeks. Stoicism, the philosophy of the Greek teacher Zeno, was especially
influential. Stoicism encouraged virtue, duty, moderation, and endurance.
In literature, as in philosophy, the Romans found inspiration in the works of
their Greek neighbors. While often following Greek forms and models, Roman
writers promoted their own themes and ideas. The poet Virgil spent ten years writ-
ing the most famous work of Latin literature, the Aeneid (ih*NEE*ihd), the epic of
the legendary Aeneas. Virgil modeled the Aeneid , written in praise of Rome and
Roman virtues, after the Greek epics of Homer. Here he speaks of government as
being Rome’s most important contribution to civilization:
PRIMARY SOURCE
Romans, never forget that government is your medium! Be this your art:— to practice
men in habit of peace, Generosity to the conquered, and firmness against aggressors.
VIRGIL, Aeneid
While Virgil’s writing carries all the weight and seriousness of the Roman
character, the poet Ovid wrote light, witty poetry for enjoyment. In Amoves, Ovid
relates that he can only compose when he is in love: “When I was from Cupid’s
passions free, my Muse was mute and wrote no elegy.”
Global Patterns
The Epic
While many know the epics of Virgil and
the Greek poet Homer, other cultures
throughout history have created their
own narrative poems about heroic
figures. India's Mahobhorata tells the
story of a battle for control of a mighty
kingdom, while the Spanish epic El Cid
celebrates a hero of the wars against
the Moors. And while it is not a poem,
The Lord of the Rings , the fantasy
trilogy by English writer J.R.R. Tolkien,
is considered to contain many aspects
of the epic.
Most epics follow a pattern derived
from the works of Homer. However,
the emergence of epics around the
world was not so much the result of
one writer but the common desire
among civilizations to promote their
values and ideals through stories.
► Depictions of scenes from
The Lord of the Rings (left), El Cid
(top right), and Mahabhorato
(bottom right)
J
Ancient Rome and Early Christianity 179
Analyzing Key Concepts
Western Civilization
> DATA FILE
DEMOCRACY
Influence of Greek and Roman Ideas
Government I Philosophy Literature
509 B.c.
Rome developed a
form of representative
government.
400s b.c.
Greece implemented
a direct democracy.
1600s
England became
a constitutional
monarchy.
1776
The United States
declared independ-
ence from England
and began building
the republican democ-
racy we know today.
300s b.c.
Aristotle developed his
philosophical theories.
A.D. 1200s
Thomas Aquinas
attempted to prove
the existence of a
single god using
Aristotelian ideas.
1781
Philosopher Immanuel
Kant wrote that
Aristotle's theories on
logic were still valid.
Present
Scholars still hold
conferences focusing
on questions Aristotle
raised.
about 800 B.C.
Homer wrote
the Odyssey.
19 B.C.
Virgil used the
Odyssey to guide
his Aeneid.
1922
James Joyce patterned
his epic, Ulysses , after
Homer's work.
2000
The Coen brothers'
film O Brother, Where
Art Thou? brought
a very different adap-
tation of the Odyssey
to the big screen.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on Western
civilization, go to classzone.com
1 80 Chapter 6
Western civilization is generally seen as the heritage of ideas that spread
to Europe and America from ancient Greece and Rome. Some historians
observe, however, that Western civilization does not belong to any particular
place— that it is the result of cultures coming together, interacting, and
changing. Still, the legacy of Greece and Rome can be seen today.
The diagram below shows how ancient Greek and Roman ideas of
government, philosophy, and literature can be traced across time. As with
many cultural interactions, the links between the examples are not
necessarily direct. Instead, the chart traces the evolution of an idea or
theme over time.
• Theoretically, 40,000 people
could attend the Greek
Assembly— in practice,
about 6,000 people
attended.
• In 1215, King John of
England granted the Magna
Carta, which largely
influenced subsequent
democratic thought.
• In the 1970s, there were 40
democratic governments
worldwide.
• In 2002, over 120
established and emerging
democracies met to discuss
their common issues.
Current Forms of World
Governments
Traditional Protectorates
Monarchies (countries under the
5.2% \ protection of others)
Limited \ 1 1%
Democracies
8.30/0
Authoritarian/
Totalitarian Regimes
(often one-party states
or dictatorships)
23.4%
Source: adapted from Democracy's Century,
Freedom House online (2003)
Connect to Today
1. Hypothesizing Why do you think
ancient Greek and Roman cultures
have had such a lasting influence on
Western civilization?
See Skillbuilder Handbook, page R15.
2. Comparing and Contrasting From
what you know of ancient Greece
and Rome, what is another element
of either culture that can still be seen
today? Provide an example.
The Romans also wrote excellent prose, especially history. Livy compiled a
multivolume history of Rome from its origins to 9 B.c. He used legends freely, cre-
ating more of a national myth of Rome than a true history. Tacitus (TAS*ih*tuhs),
another Roman historian, is notable among ancient historians because he presented
the facts accurately. He also was concerned about the Romans’ lack of morality. In
his Annals and Histories , he wrote about the good and bad of imperial Rome.
Here, Tacitus shows his disgust with the actions of the Emperor Nero, who many
consider to be one of Rome’s crudest rulers.
A This Roman
aqueduct in mod-
ern France has
survived the cen-
turies. The cross
section indicates
how the water
moved within the
aqueduct.
While Nero was frequently visiting the show, even amid his pleasures there was no
cessation to his crimes. For during the very same period Torquatus Silanus was forced to
die, because over and above his illustrious rank as one of the Junian family he claimed to
be the great grandson of Augustus. Accusers were ordered to charge him with prodigality
[wastefulness] in lavishing gifts, and with having no hope but in revolution. . . . Then the
most intimate of his freedmen were put in chains and torn from him, till, knowing the
doom which impended, Torquatus divided the arteries in his arms. A speech from Nero
followed, as usual, which stated that though he was guilty and with good reason
distrusted his defense, he would have lived, had he awaited the clemency of the judge.
TACITUS, Annals
■MAIN IDEA
Clarifying
What impact
did the Romans
have on our English
language?
The Legacy of Rome
The presence of Rome is still felt daily in the languages, the institutions, and the
thought of the Western world.
The Latin Language Latin, the language of the Romans, remained the language
of learning in the West long after the fall of Rome. It was the official language of
the Roman Catholic Church into the 20th century.
Latin was adopted by different peoples and developed into French, Spanish,
Portuguese, Italian, and Romanian. These languages are called Romance languages
because of their common Roman heritage. Latin also influenced other languages.
For example, more than half the words in English have a basis in Latin. A,
Master Builders Visitors from all over the empire marveled at the architecture of
Rome. The arch, the dome, and concrete were combined to build spectacular
structures, such as the Colosseum.
Arches also supported bridges and aqueducts . Aqueducts were designed by
Roman engineers to bring water into cities and towns. When the water channel
spanned a river or ravine, the aqueduct was lifted high up on arches.
Ancient Rome and Early Christianity 181
The Colosseum
The Colosseum was one of the greatest feats of Roman engineering and a
model for the ages. The name comes from the Latin word colossus , meaning
“gigantic.” Its construction was started by the Emperor Vespasian and was
completed by his sons, emperors Titus and Domitian. For centuries after its
opening in a.d. 80, spectators, both rich and poor, cheered a variety of free,
bloody spectacles — from gladiator fights to animal hunts.
a The Colosseum in Rome as it appears today
exits-giant staircases that allowed the
/ building to be emptied in minutes
RESEARCH LINKS For more information
on the Colosseum, go to classzone.com
Elevators and
ramps led from
the cells and
animal cages in
the Colosseum
basement to
trapdoors con-
cealed in the
arena floor.
arena-central area
where spectacles
took place v
passageways-walkways that
led to seats
velarium-a retractable canvas awning that
shielded spectators from sun and rain
Built— a.d. 72-81
Capacity-45,000-50,000
Materials— stone and concrete
Size— 157 feet high, 620 feet long
Arena— 287 feet long, 180 feet wide
1. Comparing The Colosseum has been
the model for sports stadiums
worldwide. How is the design of
modern stadiums patterned after that
of the Colosseum? What are the
similarities?
See Skillbuilder Handbook, page R7
2. Drawing Conclusions What do the
kind of spectacles the Romans
watched tell us about them as a
people and about their leaders?
entrances-80 in all
Science & Technology
INTERACTIVE
INTEGRATED TECHNOLOGY
Connect to Today
FT
1
Jh
L L
MAIN IDEA
Analyzing Issues
B> How did
Roman law protect
those accused of
crimes?
Because Roman architectural forms were so practical, they have remained pop-
ular. Thomas Jefferson began a Roman revival in the United States in the 18th cen-
tury. Many large public buildings, such as the U.S. Capitol and numerous state
capitols, include Roman features.
Roman roads were also technological marvels. The army built a vast network of
roads constructed of stone, concrete, and sand that connected Rome to all parts of
the empire. Many lasted into the Middle Ages; some are still used.
Roman System of Law Rome’s most lasting and widespread contribution was its
law. Early Roman law dealt mostly with strengthening the rights of Roman citi-
zens. As the empire grew, however, the Romans came to believe that laws should
be fair and apply equally to all people, rich and poor. Slowly, judges began to
recognize certain standards of justice. These standards were influenced largely by
the teachings of Stoic philosophers and were based on common sense and practi-
cal ideas. Some of the most important principles of Roman law were:
• All persons had the right to equal treatment under the law.
• A person was considered innocent until proven guilty.
• The burden of proof rested with the accuser rather than the accused.
• A person should be punished only for actions, not thoughts.
• Any law that seemed unreasonable or grossly unfair could be set aside.
The principles of Roman law endured to form the basis of legal systems in
many European countries and of places influenced by Europe, including the United
States of America. B,
Rome's Enduring Influence By preserving and adding to Greek civilization, Rome
strengthened the Western cultural tradition. The world would be a very different place
had Rome not existed. Historian R. H. Barrow has stated that Rome never fell because
it turned into something even greater — an idea — and achieved immortality.
As mighty as the Roman Empire had been, however, it was not the only great
civilization of its time. Around the same period that Rome was developing its
enduring culture, different but equally complex empires were emerging farther
east. In India, the Mauryan and Gupta empires dominated the land, while the Han
Empire ruled over China.
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Greco-Roman culture • Pompeii • Virgil • Tacitus • aqueduct
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which accomplishment do
you consider most important?
Why?
Fine Arts
Literature
Law
Engineering
3. What is Greco-Roman culture?
4. In what way did Roman art
differ from Greek art?
5. What influence did Latin have
on the development of
Western languages?
6. DRAWING CONCLUSIONS Which principle of law do you
think has been Rome's greatest contribution to modern
legal systems?
7. FORMING AND SUPPORTING OPINIONS Do you agree
with Horace's claim on page 178 that when it came to
culture, Greece in essence conquered Rome? Explain.
8. HYPOTHESIZING Describe how the world might be
different if Rome had not existed.
9. WRITING ACTIVITY | POWER AND AUTHORITY | Imagine you
are a historian. Write an expository essay describing the
importance of Rome's legacy.
CONNECT TO TODAY
PRESENTING A REPORT
Locate several Latin phrases still in use today. Use the necessary materials to help translate
those phrases, and then explain in a brief report the meaning and intent of those phrases.
Ancient Rome and Early Christianity 1 83
B.C.
Chapter 0 Assessment
VISUAL SUMMARY
Ancient Rome and
Early Christianity
Early Rome
1000 b.c. Latins enter region
753 b.c. Rome founded
Roman Republic
509 b.c. Republic created
451 b.c. Twelve Tables written
405-265 b.c. Italy conquered
264-146 b.c. Punic Wars fought
44 b.c. Julius Caesar assassinated
27 B.c.
Empire and Pax
Romana begin with
reign of Augustus
A.D. 29
Jesus crucified
A.D. 64
Christian persecution
begins
A.D. 79
Pompeii destroyed
A.D. 180
Pax Romana ends
a.d. 253
Germanic tribes enter
frontier regions
a.d. 285
Diocletian divides empire
into East and West
a.d.313
Christianity given
recognition
a.d. 324
Constantine reunites
empire
a.d. 370
Huns invade frontier
a.d. 380
Christianity made
official religion
a.d. 395
Empire permanently split
a.d. 476
Last emperor deposed
TERMS & NAMES
For each term below, briefly explain its connection to ancient Rome or the
rise of Christianity.
1. republic 5. Jesus
2 . senate 6 . Constantine
3. Julius Caesar 7. inflation
4. Augustus 8. Greco-Roman culture
MAIN IDEAS
The Roman Republic Section 1 (pages 155-159)
9. Name the three main parts of government under the Roman republic.
10. How did Rome treat different sections of its conquered territory?
The Roman Empire Section 2 (pages 160-167)
11 . How did Augustus change Roman government?
12. How did Rome's population fare during the golden age of the
Pax Romanal
The Rise of Christianity Section 3 (pages 168-172)
13. How did the apostle Paul encourage the spread of Christianity?
14. Why did the Roman emperors persecute Christians?
The Fall of the Roman Empire Section 4 (pages 173-177)
15. What was the most significant reform that the Emperor
Diocletian made?
16. How did the Western Roman Empire fall?
Rome and the Roots of Western Civilization
Section 5 (pages 178-183)
17. Why did so much of Roman culture have a Greek flavor?
18. What aspects of Roman culture influenced future civilizations?
CRITICAL THINKING
1. USING YOUR NOTES
In a diagram, compare the Roman
Republic with the Roman Empire when
both were at the peak of their power.
2. ANALYZING ISSUES
| RELIGIOUS AND ETHICAL SYSTEMS 1 What type of person do you think
became a martyr? Consider the personal characteristics of individuals who
refused to renounce their faith even in the face of death.
3. EVALUATING DECISIONS AND COURSES OF ACTION
I POWER AND authority] What do you think of Diocletian's decision to
divide the Roman Empire into two parts? Was it wise? Consider Diocletian's
possible motives and the results of his actions.
4. CLARIFYING
I EMPIRE BUILDING I Explain more fully what the historian R. H. Barrow
meant when he said on page 183 that Rome never really fell but instead
achieved immortality.
1 84 Chapter 6
> STANDARDS-BASED ASSESSMENT K
Use the quotation and your knowledge of world history to
answer questions 1 and 2.
Additional Test Practice, pp. S1-S33
PRIMARY SOURCE
Whereas the divine providence that guides our life has
displayed its zeal and benevolence by ordaining for our life
the most perfect good, bringing to us Augustus, whom it
has filled with virtue for the benefit of mankind, employing
him as a saviour for us and our descendants, him who has
put an end to wars and adorned peace; . . . and the
birthday of the god [Augustus] is the beginning of all the
good tidings brought by him to the world.
Decree from the Roman Province of Asia
1. Based on the passage, the author of the decree
A. greatly approved of the rule of Augustus.
B. feared the amount of power Augustus had.
C. considered Augustus's birthday a national holiday.
D. thought Augustus should grant Asia its independence.
Use this scene
depicted on a Roman
monument to answer
question 3.
3. What aspect of
society does the
image show the
Romans celebrating?
A. education
B. commerce
C. government
D. military strength
2 . During which period in Roman history was this passage most
likely written?
A. the Punic Wars
B. the Pax Romana
C. the founding of the republic
D. the fall of the Western Empire
INTEGRATED TECHNOLOGY
TEST PRACTICE Go to classzone.com
• Diagnostic tests • Strategies
• Tutorials • Additional practice
J
ALTERNATIVE ASSESSMENT
1. Interact with History
On page 154, you considered the qualities that made a
successful leader before knowing what the Romans thought
about leadership. Now that you have read the chapter,
reevaluate your decision. What qualities were needed for
Roman leaders to be effective? What qualities hindered their
success? How would you rate the overall leadership of the
Roman Empire? Discuss your opinions in small groups.
2. fV\ WRITING ABOUT HISTORY
Study the information about Rome's impact on the
development of Western civilization in the Key Concepts feature
on Western Civilization on page 180. Write an essay of several
paragraphs summarizing the empire's impact on the Western
world that developed after it. Provide the following:
• how the empire influenced later governments
• what influence the empire had on philosophy
• what impact the empire had on literature
• why you think Roman culture has been so enduring
INTEGRATED TECHNOLOGY
Creating a Virtual Field Trip
Plan a two-week virtual trip through the Roman Empire. After
selecting and researching the sites you'd like to visit, use the
historical maps from this chapter and contemporary maps of
the region to determine your itinerary. Consider visiting the
following places: Rome, Carthage, Pompeii, Hadrian's Wall, the
Appian Way, Bath, Lepcis Magna, Horace's Villa, the Pont du
Gard, and the Roman theater at Orange. You may want to
include the following:
• maps of the Roman Empire
• pictures of the major sites on the field trip
• audio clips describing the sites or events that took
place there
• reasons each site is an important destination
Ancient Rome and Early Christianity 1 85
CHAPTER
India and China
Establish Empires,
400 B.C.-A.D. 550
Previewing Main Ideas
POWER AND AUTHORITY
In both India and China in the 200s b.c., military leaders
seized power and used their authority to strengthen the government.
Geography Study the map. What geographic factors might have made further
expansion difficult for both empires?
CULTURAL INTERACTION
From the time of the Aryan nomads, Indian civilization
was a product of interacting cultures. In China, the government pressured conquered
people to adopt Chinese culture.
Geography What geographic feature was the main connection between the
empires of India and China?
| RELIGIOUS AND ETHICAL SYSTEMS | Hinduism and Buddhism were India's main
religions by 250 b.c. The ethical teachings of Confucius played an important role in
Chinese life. Buddhism also took root in China.
Geography What dates on the time line are associated with religious changes in
China and India?
INTEGRATED TECHNOLOGY
CeEdltion ^
• Interactive Maps
• Interactive Visuals
• Interactive Primary Sources
0? VIDEO Patterns of Interaction:
Silk Roads and the Pacific Rim
INTERNET RESOURCES
Go to classzone.com for:
• Research Links • Maps
• Internet Activities • Test Practice
• Primary Sources • Current Events
• Chapter Quiz
INDIA AND
CHINA
/*■
321 b.c.
202 b.c.
Chandragupia
Liu Bang establishes China's
Maurya founds
Han Dynasty, (Han Dynasty
Mauryan Empire.
bronze horse) ►
WORLD
264 b.c.
Punic wars
between Rome and
Carthage begin.
200 b.c.
Nazca culture
emerges in Peru,
186
>95
F~^| Han Empire, AD 2
3 I M a ufyan Empire, 250 B,C
Silk Road
* Capitals
Robinson Projection
Dunhuang
TAKLIMAKAN
DESERT
Yellow
Sea
Luoyang
PLATEAU OF
TIBET
' WH
East
China
Sea
Ratal iputra
Bay of
B e n gal
South
C h i n a
Sea
Arab i a n
Sea
INDIAN OCEAN
India and China, 321 b.c.-a,
A.D. 65 Vr
Buddhism ' > ^ Jl
a.d. 320 a
A.D. 105
A.D. 220
Gupta Empire forms in India and ▼
takes root
Chinese
Han Dynasty
encourages a renewal of Hindu faith.
in China. ►
invent paper.
falls.
(Hindu god Shiva) y
A.D. 29
a.d. 100 S.,Pi* fl ■ V..
a,d» 476
Jesus is
Bantu speakers begin massive
Western Roman
crucified in
migrations throughout Africa.
Empire falls.
Jerusalem,
(Bantu mask) ► 4J?W
Interact
with
History
Would you spy for
your government ?
You are a merchant selling cloth out of your shop when a
stranger enters. You fear it is one of the emperor’s
inspectors, coming to check the quality of your cloth. The
man eyes you sternly and then, in a whisper, asks if you
will spy on other weavers. You would be paid four years’
earnings. But you might have to turn in a friend if you
suspect he is not paying enough taxes to the government.
This person comments to
his friend on something
he sees in the street.
Q This soldier's job is to
check that everyone pays
taxes. He seems
suspicious of the man
carrying bananas.
0 This man, who stands
behind a wall watching,
may be a spy.
• is it right tor a government to spy on its own people/
• What kinds of tensions might exist in a society where
neighbor spies upon neighbor?
• Is there a time when spying is ethical?
As a class, discuss these questions. In your discussion, review what
you know about how other emperors exercised power in places
such as Persia and Rome. As you read about the emperors of India
and China, notice how they try to control their subjects’ lives.
India's First Empires
MAIN IDEA 1 WHY IT MATTERS NOW | TERMS & NAMES
POWER AND AUTHORITY
The Mauryas and the Guptas
established empires, but neither
unified India permanently.
The diversity of peoples, cultures,
beliefs, and languages in India
continues to pose challenges to
Indian unity today.
• Mauryan
Empire
• Asoka
• religious
toleration
• Tamil
• Gupta
Empire
• patriarchal
• matriarchal
SETTING THE STAGE By 600 B.C., almost 1,000 years after the Aryan migra-
tions, many small kingdoms were scattered throughout India. In 326 B.C.,
Alexander the Great brought the Indus Valley in the northwest under Macedonian
control — but left almost immediately. Soon after, a great Indian military leader,
Chandragupta Maurya (chuhn*druh*GU P*tuh MAH*oor*yuh), seized power.
The Mauryan Empire Is Established
Chandragupta Maurya may have been born in the powerful kingdom of
Magadha. Centered on the lower Ganges River, the kingdom was ruled by the
Nanda family. Chandragupta gathered an army, killed the unpopular Nanda king,
and in about 321 b.c. claimed the throne. This began the Mauryan Empire .
Chandragupta Maurya Unifies North India Chandragupta moved northwest,
seizing all the land from Magadha to the Indus. Around 305 b.c., Chandragupta
began to battle Seleucus I, one of Alexander the Great’s generals. Seleucus had
inherited part of Alexander’s empire. He wanted to reestablish Macedonian con-
trol over the Indus Valley. After several years of fighting, however, Chandragupta
defeated Seleucus. By 303 b.c., the Mauryan Empire stretched more than 2,000
miles, uniting north India politically for the first time. (See map on page 191.)
To win his wars of conquest, Chandragupta raised a vast army: 600,000 sol-
diers on foot, 30,000 soldiers on horseback, and 9,000 elephants. To clothe, feed,
and pay these troops, the government levied high taxes. For example, farmers
had to pay up to one-half the value of their crops to the king.
Running the Empire Chandragupta relied on an adviser named Kautilya
(kow*TIHL*yuh), a member of the priestly caste. Kautilya wrote a ruler’s hand-
book called the Arthasastra (AHR*thuh* SHAHS*truh). This book proposed tough-
minded policies to hold an empire together, including spying on the people and
employing political assassination. Following Kautilya’s advice, Chandragupta
created a highly bureaucratic government. He divided the empire into four
provinces, each headed by a royal prince. Each province was then divided into
local districts, whose officials assessed taxes and enforced the law.
Life in the City and the Country Eager to stay at peace with the Indian
emperor, Seleucus sent an ambassador, Megasthenes (muh*GAS*thuh*neez), to
TAKING NOTES
Comparing Use a chart
to compare the Mauryan
and Gupta empires.
India and China Establish Empires 1 89
a This pillar, on
which Asoka's
edicts are written,
is located at
Vaishali.
Chandragupta’s capital. Megasthenes wrote glowing descriptions of Chandragupta’s
palace, with its gold-covered pillars, many fountains, and imposing thrones. The
capital city featured beautiful parks and bustling markets. Megasthenes also
described the countryside and how farmers lived:
PRIMARY SOURCE ^
[Farmers] are exempted from military service and cultivate their lands undisturbed by
fear. They do not go to cities, either on business or to take part in their tumults. It
therefore frequently happens that at the same time, and in the same part of the country,
men may be seen marshaled for battle and risking their lives against the enemy, while
other men are ploughing or digging in perfect security under the protection of these
soldiers.
MEGASTHENES, in Geography by Strabo
In 301 B.C., Chandragupta’s son assumed the throne. He ruled for 32 years. Then
Chandragupta’s grandson, Asoka (uh*SOH*kuh), brought the Mauryan Empire to
its greatest heights.
Asoka Promotes Buddhism Asoka became king of the Mauryan Empire in 269
B.c. At first, he followed in Chandragupta’s footsteps, waging war to expand his
empire. During a bloody war against the neighboring state of Kalinga, 100,000 sol-
diers were slain, and even more civilians perished.
Although victorious, Asoka felt sorrow over the slaughter at Kalinga. As a
result, he studied Buddhism and decided to rule by the Buddha’s teaching of “peace
to all beings.” Throughout the empire, Asoka erected huge stone pillars inscribed
with his new policies. Some edicts guaranteed that Asoka would treat his subjects
fairly and humanely. Others preached nonviolence. Still others urged religious
toleration — acceptance of people who held different religious beliefs.
Asoka had extensive roads built so that he could visit the far corners of India. He
also improved conditions along these roads to make travel easier for his
MAIN IDEA
Analyzing
Primary Sources
What informa-
tion in this quota-
tion indicates that
Mauryan India
valued agriculture?
Vocabulary
Edicts are
official, public
announcements
of policy.
History Makers
Chandragupta Maurya
?-298 b.c.
Chandragupta feared being
assassinated-maybe because he had
killed a king to get his throne. To
avoid being poisoned, he made
servants taste all his food. To avoid
being murdered in bed, he slept in a
different room every night.
Although Chandragupta was a
fierce warrior, in 301 b.c., he gave up
his throne and converted to Jainism.
Jains taught nonviolence and respect
for all life. With a group of monks,
Chandragupta traveled to southern
India. There he followed the Jainist
custom of fasting until he starved to
death.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on Chandragupta
Maurya and Asoka, go to classzone.com
Asoka
?-232 b.c.
One of Asoka's edicts states,
If one hundredth part or one
thousandth of those who died in
Kalinga . . . should now suffer
similar fate, [that] would be a
matter of pain to His Majesty.
Even though Asoka wanted to be a
loving, peaceful ruler, he had to control
a huge empire. He had to balance
Kautilya's methods of keeping power
and Buddha's urgings to be unselfish.
Asoka softened Chandragupta's
harsher policies. Instead of spies, he
employed officials to look out for his
subjects' welfare. He kept his army but
sought to rule humanely. In addition,
Asoka sent missionaries to Southeast
Asia to spread Buddhism.
a This grouping of
Asoka's lions is used as a
symbol of India.
1 90 Chapter 7
MAIN IDEA
Clarifying
§> Which of
Asoka's actions
show the influence
of Buddha's teach-
ing of "peace to all
beings"?
officials and to improve communication
in the vast empire. For example, every
nine miles he had wells dug and rest
houses built. This allowed travelers to
stop and refresh themselves. Such
actions demonstrated Asoka’s concern
for his subjects’ well-being. Noble as his
policies of toleration and nonviolence
were, they failed to hold the empire
together after Asoka died in 232 b.c.
A Period of Turmoil
THAR
DESERT
Ayodhya
Prayaga
Pataliputra
Narm^ a
Bay
of
Bengal
(r^l l
Asoka’s death left a power vacuum. In
northern and central India, regional
kings challenged the imperial govern-
ment. The kingdoms of central India,
which had only been loosely held in the
Mauryan Empire, soon regained their
independence. The Andhra (AHN*druh)
Dynasty arose and dominated the region
for hundreds of years. Because of their
central position, the Andhras profited
from the extensive trade between north
and south India and also with Rome, Sri
Lanka, and Southeast Asia.
At the same time, northern India had
to absorb a flood of new people fleeing
political instability in other parts of
Asia. For 500 years, beginning about
185 b.c., wave after wave of Greeks,
Persians, and Central Asians poured into
northern India. These invaders disrupted
Indian society. But they also introduced
Indian Empires,
250 B.C.-A.D. 400
■» Mauryan Empire, 250 b.c.
■ Gupta Empire, a.d. 400
□ Areas under Gupta influence
f ] Tamil kingdoms
Arabian
Sea
500 Miles
INDIAN
OCEAN
1,000 Kilometers
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Region Compare the region occupied by the Gupta Empire
to that occupied by the Mauryan Empire. Discuss size ,
location, and physical characteristics.
2. Place Why did neither the Mauryan nor the Gupta Empire
expand to the northeast?
new languages and customs that added to the already-rich blend of Indian culture.
Southern India also experienced turmoil. It was home to three kingdoms that
had never been conquered by the Mauryans. The people who lived in this region
spoke the Tamil (TAM*uhl) language and are called the Tamil people. These three
kingdoms often were at war with one another and with other states.
The Gupta Empire Is Established
After 500 years of invasion and turmoil, a strong leader again arose in the northern
state of Magadha. His name was Chandra Gupta (GUP*tuh), but he was no relation
to India’s first emperor, Chandragupta Maurya. India’s second empire, the Gupta
Empire , oversaw a great flowering of Indian civilization, especially Hindu culture.
Chandra Gupta Builds an Empire The first Gupta emperor came to power not
through battle but by marrying a daughter of an influential royal family. After his
marriage, Chandra Gupta I took the title “Great King of Kings” in a.d. 320. His
empire included Magadha and the area north of it, with his power base along the
Ganges River. His son, Samudra (suh*MU*druh) Gupta, became king in a.d. 335.
Although a lover of the arts, Samudra had a warlike side. He expanded the empire
through 40 years of conquest.
India and China Establish Empires 191
a This terra-cotta
tile, showing a
musician playing a
stringed instrument,
is from a Hindu
temple of the
Gupta period.
Daily Life in India The Gupta era is the first period for which
historians have much information about daily life in India. Most
Indians lived in small villages. The majority were farmers, who
walked daily from their homes to outlying fields. Craftspeople
and merchants clustered in specific districts in the towns. They
had shops on the street level and lived in the rooms above.
Most Indian families were patriarchal , headed by the eldest
male. Parents, grandparents, uncles, aunts, and children all worked
together to raise their crops. Because drought was common, farm-
ers often had to irrigate their crops. There was a tax on water, and
every month, people had to give a day’s worth of labor to maintain
wells, irrigation ditches, reservoirs, and dams. As in Mauryan
times, farmers owed a large part of their earnings to the king.
Southern India followed a different cultural pattern. Some
Tamil groups were matriarchal , headed by the mother rather than the father.
Property, and sometimes the throne, was passed through the female line. Cj
Height of the Gupta Empire While village life followed unchanging traditional pat-
terns, the royal court of the third Gupta emperor was a place of excitement and growth.
Indians revered Chandra Gupta II for his heroic qualities. He defeated the Shakas —
enemies to the west — and added their coastal territory to his empire. This allowed the
Guptas to engage in profitable trade with the Mediterranean world. Chandra Gupta II
also strengthened his empire through peaceful means by negotiating diplomatic and
marriage alliances. He ruled from a.d. 375 to 415.
During the reign of the first three Guptas, India experienced a period of great
achievement in the arts, religious thought, and science. These will be discussed in
Section 2. After Chandra Gupta II died, new invaders threatened northern India.
These fierce fighters, called the Hunas, were related to the Huns who invaded the
Roman Empire. Over the next 100 years, the Gupta Empire broke into small king-
doms. Many were overrun by the Hunas or other Central Asian nomads. The
Empire ended about 535.
MAIN IDEA
Contrasting
fi) How were the
family systems of
north and south
India different?
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Mauryan Empire • Asoka • religious toleration • Tamil • Gupta Empire
• patriarchal
i
• matriarchal
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2 . Which similarity of the empires
do you consider the most
significant? Explain.
3. Why was Asoka's first military
campaign also his last
campaign?
4. Who were the Tamil people?
5. What caused the fall of the
Gupta Empire?
6. SUPPORTING OPINIONS Which Indian ruler described in
this section would you rather live under? Explain.
7. DRAWING CONCLUSIONS What impact did the Greeks,
Persians, and Central Asians have on Indian life between
the Mauryan and Gupta empires?
8. ANALYZING ISSUES Which empire, Mauryan or Gupta, had
a more significant impact on Indian history? Explain.
9. WRITING ACTIVITY POWER AND AUTHORITY For three of
the rulers in this section, choose an object or image that
symbolizes how that ruler exercised power. Write
captions explaining why the symbols are appropriate.
CONNECT TO TODAY
CREATING A PIE GRAPH
Use the Internet or library sources to create a pie graph showing the percentage of the
population in India today that is Hindu, Buddhist, or a follower of other religions.
1 92 Chapter 7
Trade Spreads Indian
Religions and Culture
MAIN IDEA 1 WHY IT MATTERS NOW | TERMS & NAMES
CULTURAL INTERACTION The influence of Indian culture
Indian religions, culture, and and religions is very evident
science evolved and spread to throughout South Asia today,
other regions through trade.
• Mahayana
• Theravada
• stupa
• Brahma
• Vishnu
• Shiva
• Kalidasa
• Silk Roads
SETTING THE STAGE The 500 years between the Mauryan and Gupta
empires was a time of upheaval. Invaders poured into India, bringing new ideas
and customs. In response, Indians began to change their own culture.
Buddhism and Hinduism Change
By 250 B.C., Hinduism and Buddhism were India’s two main faiths. (See Chapter
3.) Hinduism is a complex polytheistic religion that blended Aryan beliefs with
the many gods and cults of the diverse peoples who preceded them. Buddhism
teaches that desire causes suffering and that humans should overcome desire by
following the Eightfold Path. Over the centuries, both religions had become
increasingly removed from the people. Hinduism became dominated by priests,
while the Buddhist ideal of self-denial proved difficult for many to follow.
A More Popular Form of Buddhism The Buddha had stressed that each per-
son could reach a state of peace called nirvana. Nirvana was achieved by reject-
ing the sensory world and embracing spiritual discipline. After the Buddha died,
his followers developed many different interpretations of his teachings.
Although the Buddha had forbidden people to worship him, some began
to teach that he was a god. Some Buddhists also began to believe that many
people could become Buddhas. These potential Buddhas, called bodhisattvas
(BOH*dih*SUHT*vuhz), could choose to give up nirvana and work to save
humanity through good works and self-sacrifice. The new ideas changed
Buddhism from a religion that emphasized individual discipline to a mass reli-
gion that offered salvation to all and allowed popular worship.
By the first century A.D., Buddhists had divided over the new doctrines. Those
who accepted them belonged to the Mahayana (MAH*huh*YAH*nuh) sect. Those
who held to the Buddha’s stricter, original teachings belonged to the Theravada
(THEHR*uh*VAH # duh) sect. This is also called the Hinayana (HEE*nuh*YAH*nuh)
sect, but Theravada is preferred.
These new trends in Buddhism inspired Indian art. For example, artists carved
huge statues of the Buddha for people to worship. Wealthy Buddhist merchants
who were eager to do good deeds paid for the construction of stupas — mounded
stone structures built over holy relics. Buddhists walked the paths circling the
stupas as a part of their meditation. Merchants also commissioned the carving of
TAKING NOTES
Categorizing Use a chart
to list one or more
specific developments of
Indian culture.
Religion
Arts
Science./
tAaih
Trade.
India and China Establish Empires 1 93
a This Buddha
is carved in the
Gandharan artistic
style, a blend of
Greco-Roman and
Indian styles.
cave temples out of solid rock. Artists then adorned these temples with beautiful
sculptures and paintings.
A Hindu Rebirth Like Buddhism, Hinduism had become remote from the people.
By the time of the Mauryan Empire, Hinduism had developed a complex set of sac-
rifices that could be performed only by the priests. People who weren’t priests had
less and less direct connection with the religion.
Gradually, through exposure to other cultures and in response to the popularity
of Buddhism, Hinduism changed. Although the religion continued to embrace hun-
dreds of gods, a trend toward monotheism was growing. Many people began to
believe that there was only one divine force in the universe. The various gods rep-
resented parts of that force. The three most important Hindu gods were Brahma
(BRAH*muh), creator of the world; Vishnu (VIHSH*noo), preserver of the world;
and Shiva (SHEE*vuh), destroyer of the world. Of the three, Vishnu and Shiva were
by far the favorites. Many Indians began to devote themselves to these two gods. As
Hinduism evolved into a more personal religion, its popular appeal grew. A,
Achievements of Indian Culture
Just as Hinduism and Buddhism underwent changes, so did Indian culture and
learning. India entered a highly productive period in literature, art, science, and
mathematics that continued until roughly a.d. 500.
Literature and the Performing Arts One of India’s greatest writers was Kalidasa
(KAH*lee*DAH*suh). He may have been the court poet for Chandra Gupta II.
Kalidasa’s most famous play is Shakuntala. It tells the story of a beautiful girl who
falls in love with and marries a middle-aged king. After Shakuntala and her hus-
band are separated, they suffer tragically because of a curse that prevents the king
from recognizing his wife when they meet again. Generations of Indians have con-
tinued to admire Kalidasa’s plays because they are skillfully written and emotion-
ally stirring.
Southern India also has a rich literary tradition. In the second century a.d., the
city of Madurai in southern India became a site of writing academies. More than
2,000 Tamil poems from this period still exist. In the following excerpt from a
third-century poem, a young man describes his sweetheart cooking him a meal:
main idea I
Drawing
Conclusions
A; Why did the
changes in
Buddhism and
Hinduism make
these religions
more popular?
PRIMARY SOURCE
There dwells my sweetheart, curving and lovely,
languid of gaze, with big round earrings,
and little rings on her tiny fingers.
She has cut the leaves of the garden plantain
and split them in pieces down the stalk
to serve as platters for the meal.
Her eyes are filled with the smoke of cooking.
Her brow, as fair as the crescent moon,
is covered now with drops of sweat.
She wipes it away with the hem of her garment
and stands in the kitchen, and thinks of me.
ANONYMOUS TAMIL POET, quoted in The Wonder That Was India
In addition to literature, drama was very popular. In southern India, traveling
troupes of actors put on performances in cities across the region. Women as well
as men took part in these shows, which combined drama and dance. Many of
the classical dance forms in India today are based on techniques explained in a
book written between the first century B.c. and the first century a.d.
194 Chapter 7
Connect ^Today
Major Movie Producers, 2000
India United Japan Hong France
States Kong
Entertainment in India: Bollywood
Today, drama remains hugely popular in India. India has the largest
movie industry in the world. About twice as many full-length feature
films are released yearly in India as in the United States. India produces
both popular and serious films. Indian popular films, such as Monsoon
Wedding , are often love stories that blend music, dance, and drama.
India's serious films have received worldwide critical praise. In 1992,
the Indian director Satyajit Ray received a lifetime-achievement
Academy Award for making artistic films. His films brought Indian
culture to a global audience.
Source: focus 2002: World Film Market Trends
MAIN IDEA
Drawing
Conclusions
s/ What achieve-
ments by Indian
mathematicians are
used today?
Astronomy, Mathematics, and Medicine The expansion of trade spurred the
advance of science. Because sailors on trading ships used the stars to help them
figure their position at sea, knowledge of astronomy increased. From Greek
invaders, Indians adapted Western methods of keeping time. They began to use a
calendar based on the cycles of the sun rather than the moon. They also adopted a
seven-day week and divided each day into hours.
During the Gupta Empire (a.d. 320 to about 500), knowledge of astronomy
increased further. Almost 1,000 years before Columbus, Indian astronomers proved
that the earth was round by observing a lunar eclipse. During the eclipse, the
earth’s shadow fell across the face of the moon. The astronomers noted that the
earth’s shadow was curved, indicating that the earth itself was round.
Indian mathematics was among the most advanced in the world. Modern numer-
als, the zero, and the decimal system were invented in India. Around a.d. 500, an
Indian named Aryabhata (AHR*yuh*BUHT*uh) calculated the value of pi (7i) to four
decimal places. He also calculated the length of the solar year as 365.3586805
days. This is very close to modern calculations made with an atomic clock. In
medicine, two important medical guides were compiled. They described more than
1,000 diseases and more than 500 medicinal plants. Hindu physicians performed
surgery — including plastic surgery — and possibly gave injections. B
The Spread of Indian Trade
In addition to knowledge, India has always been rich in precious resources. Spices,
diamonds, sapphires, gold, pearls, and beautiful woods — including ebony, teak,
and fragrant sandalwood — have been valuable items of exchange. Trade between
India and China Establish Empires 1 95
Caspian
i Sea
Antiocl
Ecbatana
Luoyang
PERSIA
Ctesiphon
Taxi I a
Charax
Persepolis
Persian
Gulf
ARABIA
Pataliputra
Pattala
EGYPT
Nanhai
(Guangzhou)
Omana
GUPTA EMPIRE
Barbaricui
Barygaza
i Vi ^
Adulis|'"'v
KINGDOM
OF
AKSUM
Arabian
Sea
Bay of
Bengal
Takkoh
1,000 Kilometers
Asian Trade Routes, a.d. 400
if Caater
mm Trade route
Products traded
Cloth
ft Grains
$ Ivory
& Metal
^ Precious stones
^2 Silk
| Slaves
Spices
^ Timber
Tortoise shell
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 feH
1 . Movement Since people usually trade for goods they do not make themselves, which
1
products were most likely to travel from Gupta India to Arabia?
2. Movement How far did trade goods travel to get from Luoyang in China to Alexandria
in Egypt?
India and regions as distant as Africa and Sumeria began more than 4,000 years
ago. Trade expanded even after the Mauryan Empire ended around 185 B.c.
Overland Trade, East and West Groups who invaded India after Mauryan rule
ended helped to expand India’s trade to new regions. For example, Central Asian
nomads told Indians about a vast network of caravan routes known as Silk Roads.
These routes were called the Silk Roads because traders used them to bring silk
from China to western Asia and then on to Rome.
Once Indians learned of the Silk Roads, they realized that they could make great
profits by acting as middlemen. Middlemen are go-betweens in business transac-
tions. For example, Indian traders would buy Chinese goods and sell them to
traders traveling to Rome. To aid their role as middlemen, Indians built trading sta-
tions along the Silk Roads. They were located at oases, which are fertile spots in
desert areas. C,
Sea Trade, East and West Sea trade also increased. Traders used coastal routes
around the rim of the Arabian Sea and up the Persian Gulf to bring goods from
India to Rome. In addition, traders from southern India would sail to Southeast
Asia to collect spices. They brought the spices back to India and sold them to
merchants from Rome. Archaeologists have found hoards of Roman gold coins in
southern India. Records show that some Romans were upset about the amount of
gold their countrymen spent on Indian luxuries. They believed that to foster a
healthy economy, a state must collect gold rather than spend it.
MAIN IDEA
Hypothesizing
Cy How might
the Asian trade
routes have spread
Indian sciences
and math to other
civilizations?
1 96 Chapter 7
MAIN IDEA
Analyzing Causes
Why would
dangerous condi-
tions make bankers
charge higher
interest on loans
for trade?
Rome was not India’s only sea-trading partner. India
imported African ivory and gold, and exported cotton cloth.
Rice and wheat went to Arabia in exchange for dates and
horses. After trade with Rome declined around the third
century a.d., India’s sea trade with China and the islands of
southeast Asia increased. The Chinese, for example,
imported Indian cotton cloth, monkeys, parrots, and
elephants and sent India silk.
Effects of Indian Trade Increased trade led to the rise of
banking in India. Commerce was quite profitable. Bankers
were willing to lend money to merchants and charge them
interest on the loans. Interest rates varied, depending on
how risky business was. During Mauryan times, the annual
interest rate on loans used for overseas trade was 240
percent! During the Gupta Empire, bankers no longer con-
sidered sea trade so dangerous, so they charged only 15 to
20 percent interest a year, g,
A number of Indian merchants went to live abroad and
brought Indian culture with them. As a result, people
throughout Asia picked up and adapted a variety of Indian
traditions. For example, Indian culture affected styles in art,
architecture, and dance throughout South and Southeast
Asia. Indian influence was especially strong in Thailand,
Cambodia, and on the Indonesian island of Java.
Traders also brought Indian religions to new regions.
Hinduism spread northeast to Nepal and southeast to Sri
Lanka and Borneo. Buddhism spread because of traveling
Buddhist merchants and monks. In time, Buddhism even
influenced China, as discussed in Section 3.
The Spread of Buddhism
Buddhism became a missionary
religion during Asoka's reign. From
his capital city (1), Asoka sent out
Buddhist missionaries. After Indians
began trading along the Silk Roads,
Buddhist monks traveled the roads
and converted people along the way.
Buddhist monks from India
established their first monastery in
China (2) in a.d. 65, and many
Chinese became Buddhists. From
China, Buddhism reached Korea in
the fourth century and Japan in the
sixth century.
Today, Buddhism is a major
religion in East and Southeast Asia.
The Theravada school is strong in
Myanmar, Cambodia (3), Sri Lanka
(4), and Thailand. The Mahayana
school is strong in Japan and Korea.
s J
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Mahayana • Theravada • stupa • Brahma • Vishnu • Shiva • Kalidasa • Silk Roads
USING YOUR NOTES
MAIN IDEA
CRITICAL THINKING & WRITING
2. Which of the developments
listed had the most lasting
impact?
Religion
Arts
Science/
lAath
Trade
3. How did Buddhism change
after the Buddha's death?
4. What were India's main trade
goods in the fifth century?
5. What were some of India's
contributions to science during
the Gupta period?
6. RECOGNIZING EFFECTS What do you think was the most
significant effect of the changes in Buddhism and
Hinduism during this period? Explain.
7. MAKING INFERENCES Why did Indian culture flourish
during the Gupta Empire?
8. FORMING AND SUPPORTING OPINIONS Which do you
think was more important to India's economy, overland
trade or sea trade? Provide details to support your answer.
9. WRITING ACTIVITY I CULTURAL INTERACTION | Cite three of
the cultures that interacted with India. Explain in a brief
expository essay the result of each cultural interaction.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY
Use the Internet to research Indian trade today. Then prepare a chart INTERNET KEYWORD
listing the type of goods bought and sold and the trading partner for India trade
each type.
India and China Establish Empires 1 97
History through Art
Hindu and Buddhist Art
T Buddha
The main difference between Buddhist art and Hindu art in India was
its subject matter. Buddhist art often portrayed the Buddha or
bodhisattvas, who were potential Buddhas. Hindu gods, such as Vishnu
and Ganesha, were common subjects in Hindu art.
Beyond the differences in subject, Hindu and Buddhist beliefs had
little influence on Indian artistic styles. For example, a Hindu sculpture
and a Buddhist sculpture created at the same place and time were
stylistically the same. In fact, the same artisans often created both
Hindu and Buddhist art.
INTEGRATED TECHNOLOGY
This bronze Buddha was made in India during
the sixth century. Each detail of a Buddhist
sculpture has meaning. For example, the
headpiece and long earlobes shown here are
lakshana, traditional bodily signs of the
Buddha. The upraised hand is a gesture that
means "Have no fear."
RESEARCH LINKS For more on Hindu
and Buddhist art, go to classzone.com
T The Great Stupa
Built during the third to first centuries b.c., the Great Stupa is a
famous Buddhist monument in Sanchi, India. This stone structure is
120 feet across and 54 feet high; it has a staircase leading to a
walkway that encircles the stupa. Stupas serve as memorials and
often contain sacred relics. During Buddhist New Year festivals,
worshipers hold images of the Buddha and move in processions
around the circular walkway.
Connect to Today
A Devi Jagadambi Temple in Khajuraho
Hardly any Hindu temples from the Gupta period remain. This
temple, built in the 1 1th century, shows architectural trends
begun in Gupta times. These include building with stone
rather than wood; erecting a high, pyramidal roof instead of a
flat roof; and sculpting elaborate decorations on the walls.
A Ganesha
Carved in the fifth century b.c., this stone sculpture
represents the elephant-headed god Ganesha. According to
Hindu beliefs, Ganesha is the god of success, education,
wisdom, and wealth. He also is worshiped as the lifter of
obstacles. The smaller picture is a recent image of Ganesha,
who has gained great popularity during modern times.
1. Contrasting How do the Buddhist
stupa and the Hindu temple differ?
According to the information on page
198, what might be the reason for
those differences?
^ See Skillbuilder Handbook, Page R7.
2. Making Inferences Why do you think
Gar1^WS|4E8.(p^(!)ular god among
Hindus today? Explain.
199
Han Emperors in China
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
ETHICAL SYSTEMS The Han
The pattern of a strong central
• Han Dynasty
• civil service
Dynasty expanded China's
government has remained a
• centralized
• monopoly
borders and developed a
permanent part of Chinese life.
government
• assimilation
system of government that
lasted for centuries.
SETTING THE STAGE Under Shi Huangdi, the Qin Dynasty had unified
China. Shi Huangdi established a strong government by conquering the rival
kings who ruled small states throughout China. After Shi Huangdi died in 210
b.c., his son proved to be a weak, ineffective leader. China’s government fell apart.
TAKING NOTES
Outlining Use an outline
to organize main ideas
and details.
Han China
J. T he, Han Restore
Unity to China
A.
&.
C.
J). A Highly
Structured Society
JJJ. Han T echnology,
Commerce, and
Culture
The Han Restore Unity to China
Rumblings of discontent during the Qin Dynasty grew to roars in the years after
Shi Huangdi ’s death. Peasants were bitter over years of high taxes, harsh labor
quotas, and a severe penal system. They rebelled. Rival kings were eager to
regain control of the regions they had held before Shi Huangdi. They raised
armies and fought over territory.
Liu Bang Founds the Han Dynasty During the civil war that followed, two
powerful leaders emerged. Xiang Yu (shee*ANG yoo) was an aristocratic general
who was willing to allow the warlords to keep their territories if they would
acknowledge him as their feudal lord. Liu Bang (LEE*oo bahng) was one of
Xiang Yu’s generals.
Eventually, Liu Bang turned against Xiang Yu. The two fought their final bat-
tle in 202 B.c. Liu Bang won and declared himself the first emperor of the Han
Dynasty. The Han Dynasty , which ruled China for more than 400 years, is T Emperor Liu
divided into two periods. The Former Han ruled for about two centuries, until Bang
a.d. 9. After a brief period when the Han were out of power,
the Later Han ruled for almost another two centuries. The Han
Dynasty so influenced China that even today many Chinese
call themselves “people of the Han.”
Liu Bang’s first goal was to destroy the rival kings’ power.
He followed Shi Huangdi’s policy of establishing centralized
government, in which a central authority controls the running
of a state. Reporting to Liu Bang’s central government were
hundreds of local provincials called commanderies.
To win popular support, Liu Bang departed from Shi
Huangdi’s strict legalism. He lowered taxes and softened harsh
punishments. People throughout the empire appreciated the
peace and stability that Liu Bang brought to China.
200 Chapter 7
The Empress Lu When Liu Bang died in 195 b.c., his son became emperor, but in
name only. The real ruler was his mother, Empress Lii. Although Lii had not been
Liu Bang’s only wife, she had powerful friends at court who helped her seize
power. The empress outlived her son and retained control of the throne by naming
first one infant and then another as emperor. Because the infants were too young
to rule, she remained in control. When Empress Lii died in 180 b.c., people who
remained loyal to Liu Bang’s family, rather than to Lii’s family, came back into
power. They rid the palace of the old empress’s relatives by executing them.
Such palace plots occurred often throughout the Han Dynasty. Traditionally, the
emperor chose the favorite among his wives as the empress and appointed one of
her sons as successor. Because of this, the palace women and their families com-
peted fiercely for the emperor’s notice. The families would make alliances with
influential people in the court. The resulting power plays distracted the emperor
Vocabulary and °fficials so much that they sometimes could not govern efficiently.
Martial means The Martial Emperor When Liu Bang’s great-grandson took the throne, he con-
war ^ e - tinued Liu Bang’s centralizing policies. Wudi (woo*dee), who reigned from 141 to
87 B.c., held the throne longer than any other Han emperor. He is called the
“Martial Emperor” because he adopted the policy of expanding the Chinese empire
through war.
Wudi’s first set of enemies were the Xiongnu (shee*UNG*noo), fierce nomads
known for their deadly archery skills from horseback. The Xiongnu roamed the
steppes to the north and west of China. They made raids into China’s settled farm-
land. There they took hostages and stole grain, livestock, and other valuable items.
The early Han emperors tried to buy off the Xiongnu by sending them thousands
of pounds of silk, rice, alcohol, and money. Usually, the Xiongnu just accepted
these gifts and continued their raids.
Ctesiphon
Jr Yellow V*
Sea
Kashgar
TAKLlM
Lanzhou
Luoyang
Nanjing'
PACIFIC
OCEAN
ASIA
^^Fas
Iges /£
Pataliputra
Nanhai
(Guangzhou)
l~q Han Empire at its
greatest extent, a.d. 220
l&] Han protectorate (influence)
IS Xiongnu regions
nn- Great Wall
^ Silk Road
Yellow i
f Sea }
Luoyang
# *
Ch'ang-an
(Xi'an)
South
China
Sea
2,000 Kilom.eters
L PACIFIC
' OCEAN
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Place What was the approximate size , in square miles , of the Han Empire at
its greatest extent?
2. Location Along which border did the Chinese build the Great Wall? Why did
they build it there and not in other places?
South
China
Sea
imeters
Han Dynasty, 200 b.c.-a.d. 220
INTERACTIVE
Former Han, 200 b.c.
When Wudi realized that the bribes were simply making the Xiongnu stronger,
he sent more than 100,000 soldiers to fight them. To help defeat the Xiongnu, Wudi
also made allies of their enemies:
PRIMARY SOURCE
The Xiongnu had defeated the king of the Yuezhi people and had made his skull into a
drinking vessel. As a result the Yuezhi . . . bore a constant grudge against the Xiongnu,
though as yet they had been unable to find anyone to join them in an attack on their
enemy. . . . When the emperor [Wudi] heard this, he decided to try to send an envoy to
establish relations with the Yuezhi.
SIMA QIAN, Records of the Grand Historian
After his army forced the nomads to retreat into Central Asia, Wudi attempted
to make his northwest border safe by settling his troops on the Xiongnu ’s former
pastures. Although this tactic succeeded for a time, nomadic raiders continued to
cause problems during much of China’s later history.
Wudi also colonized areas to the northeast, now known as Manchuria and
Korea. He sent his armies south, where they conquered mountain tribes and set up
Chinese colonies all the way into what is now Vietnam. By the end of Wudi ’s reign,
the empire had expanded nearly to the bounds of present-day China.
A Highly Structured Society
Chinese society under the Han Dynasty was highly structured. (See Social History
below.) Just as Han emperors tried to control the people they conquered, they
exerted vast control over the Chinese themselves. Because the Chinese believed
their emperor to have divine authority, they accepted his exercise of power. He was
the link between heaven and earth. If the emperor did his job well, China had peace
Chinese Society
Under the Han Dynasty, the structure of
Chinese society was clearly defined. At the
top was the emperor, who was considered
semidivine. Next came kings and governors,
both appointed by the emperor. They
governed with the help of state officials,
nobles, and scholars.
Peasant farmers came next. Their
production of food was considered vital to
the existence of the empire. Artisans and
merchants were below them.
Near the bottom were the soldiers, who
guarded the empire's frontiers. At the
bottom were enslaved persons, who were
usually conquered peoples.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY Create a photo exhibit
on Chinese society today. Include pictures
of people from various walks of life. Go to
classzone.com for your research.
Merchants
Soldiers
Slaves
202 Chapter 7
MAIN IDEA
Making
Inferences
A> Why would
Wudi want his
officials to have
qualities such as
diligence?
Vocabulary
Commerce is the
buying and selling
of goods.
and prosperity. If he failed, the heavens showed their displeasure with earthquakes,
floods, and famines. However, the emperor did not rule alone.
Structures of Han Government The Chinese emperor relied on a complex
bureaucracy to help him rule. Running the bureaucracy and maintaining the impe-
rial army were expensive. To raise money, the government levied taxes. Like the
farmers in India, Chinese peasants owed part of their yearly crops to the govern-
ment. Merchants also paid taxes.
Besides taxes, the peasants owed the government a month’s worth of labor or mil-
itary service every year. With this source of labor, the Han emperors built roads and
dug canals and irrigation ditches. The emperors also filled the ranks of China’s vast
armies and expanded the Great Wall, which stretched across the northern frontier.
Han Technology, Commerce,
and Culture
The 400 years of Han rule saw not only improvements in
education but also great advances in Chinese technology
and culture. In addition, the centralized government began
to exert more control over commerce and manufacturing.
Technology Revolutionizes Chinese Life Advances in
technology influenced all aspects of Chinese life. Paper was
invented in a.d. 105. Before that, books were usually writ-
ten on silk. But paper was cheaper, so books became more
readily available. This helped spread education in China.
The invention of paper also affected Chinese government.
Formerly, all government documents had been recorded on
strips of wood. Paper was much more convenient to use for
record keeping, so Chinese bureaucracy expanded.
Another technological advance was the collar harness for
horses. This invention allowed horses to pull much heavier
loads than did the harness being used in Europe at the time.
Confucianism, the Road to Success Wudi’s government employed more than
130,000 people. The bureaucracy included 18 different ranks of civil service jobs,
which were government jobs that civilians obtained by taking examinations. At
times, Chinese emperors rewarded loyal followers with government posts.
However, another way to fill government posts evolved under the Han. This
method involved testing applicants’ knowledge of Confucianism — the teachings of
Confucius, who had lived 400 years before.
The early Han emperors had employed some Confucian scholars as court advis-
ers, but it was Wudi who began actively to favor them. Confucius had taught that
gentlemen should practice “reverence [respect], generosity, truthfulness, diligence
[industriousness], and kindness.” Because these were exactly the qualities he
wanted his government officials to have, Wudi set up a school where hopeful job
applicants from all over China could come to study Confucius’s works. A,
After their studies, job applicants took formal examina-
tions in history, law, literature, and Confucianism. In theory,
anyone could take the exams. In practice, few peasants
could afford to educate their sons. So only sons of wealthy
landowners had a chance at a government career. In spite of
this flaw, the civil service system begun by Wudi worked so
efficiently that it continued in China until 1912.
Global Impact
Papermaking
People in ancient China wrote on
pottery, bones, stone, silk, wood, and
bamboo. Then, about 2,000 or more
years ago, the Chinese invented
paper. They began to use plants,
such as hemp, to make thin paper.
In a.d. 105, Ts'ai Lun, a Han official,
produced a stronger paper by mixing
mulberry bark and old rags with
hemp fiber.
The art of papermaking slowly
spread to the rest of the world. First,
it moved east to Korea and Japan.
Then, it spread westward to the
Arab world in the 700s, and from
there to Europe.
India and China Establish Empires 203
The Chinese perfected a plow that was more efficient because it had two blades.
They also improved iron tools, invented the wheelbarrow, and began to use water
mills to grind grain.
Agriculture Versus Commerce During the Han Dynasty, the population of China
swelled to 60 million. Because there were so many people to feed, Confucian
scholars and ordinary Chinese people considered agriculture the most important
and honored occupation. An imperial edict written in 167 B.c. stated this philoso-
phy quite plainly:
Ml AIM IPEA
Making
Inferences
Which of these
inventions helped
to feed China's
huge population?
PRIMARY SOURCE
Agriculture is the foundation of the world. No duty is greater. Now if [anyone] personally
follows this pursuit diligently he has yet [to pay] the impositions of the land tax and tax
on produce. ... Let there be abolished the land tax and the tax on produce levied upon
the cultivated fields.
BAN GU and BAN ZHAO in History of the Former Han Dynasty
Although the same decree dismissed commerce as the least important occupa-
tion, manufacturing and commerce were actually very important to the Han Empire.
The government established monopolies on the mining of salt, the forging of iron,
the minting of coins, and the brewing of alcohol. A monopoly occurs when a group
has exclusive control over the production and distribution of certain goods.
For a time, the government also ran huge silk mills — competing with private silk
weavers in making this luxurious cloth. As contact with people from other lands
increased, the Chinese realized how valuable their silk was as an item of trade.
Global Impac-t^Trade Networks
To EtITQDB
Antioch
To Eurot
Damascus
Cto siphon
Sol sue in \
Knsligar
INTERACTIVE
Why would anyone struggle over mountains and across deserts to buy
fabric? Ancient peoples valued silk because it was strong, lightweight,
and beautiful. Traders made fortunes carrying Chinese silk to the West.
Because of this, the caravan trails that crossed Asia were called Silk
Roads, even though many other valuable trade goods were also carried
along these routes. The Silk Roads also encouraged cultural diffusion.
Camel Caravans ►
No trader traveled the whole length of the Silk
Roads. Mediterranean merchants went partway,
then traded with Central Asian nomads— who
went east until they met Chinese traders near
India. Many traders traveled in camel caravans.
ft M
Lake
Balkhash
TAKUM I A I \
&DC Miles
]J?0Q Kiteirnelqrs
From this point, ships
carried silk and spices
to Rome. The Romans
paid a pound of gold
for a pound of
Chinese silk!
cs o
204 Chapter 7
Silk Roads
Because of this, the techniques of silk production became a closely guarded state
secret. Spurred by the worldwide demand for silk, Chinese commerce expanded
along the Silk Roads to most of Asia and, through India, all the way to Rome.
The Han Unifies Chinese Culture
As the Han empire expanded its trade networks, the Chinese began to learn about
the foods and fashions common in foreign lands. Similarly, expanding the empire
through conquest brought people of different cultures under Chinese rule.
Unification Under Chinese Rule To unify the empire, the Chinese government
encouraged assimilation , the process of making conquered peoples part of Chinese
culture. To promote assimilation, the government sent Chinese farmers to settle
newly colonized areas. It also encouraged them to intermarry with local peoples.
Government officials set up schools to train local people in the Confiician philoso-
phy and then appointed local scholars to government posts.
Several writers also helped to unify Chinese culture by recording China’s history.
Sima Qian (SU*MAH chee*YEHN), who lived from 145 to 85 B.C., is called the
Grand Historian for his work in compiling a history of China from the ancient dynas-
ties to Wudi. To write accurately, Sima Qian visited historical sites, interviewed eye-
witnesses, researched official records, and examined artifacts. His book is called
Records of the Grand Historian. Another famous book was the History of the Former
Han Dynasty. Ban Biao (BAHN bee*OW), who lived from a.d. 3 to 54, started the
project. After his death, his son Ban Gu (bahn goo) and later his daughter Ban Zhao
OunhiianQ
Luoyani
To Jgpgn
Lanzhou
Traded Gold ►
Gold was an important trade
good. The object to the right is
a Chinese gold dagger handle
from the Zhou Dynasty. Many
artifacts found along the Silk
Roads show a mix of Greek,
Central Asian, and Indian styles.
This indicates that ideas
traveled as well as objects.
Patterns of Interaction
Trade Connects the World: Silk Roads and the Pacific Rim
Throughout history, the desire for material goods led to the
development of long-distance trade routes such as the Silk Roads.
In turn, trade caused cultural diffusion. Similarly today, trade in the
Pacific Rim has helped spread many products across the globe.
The Silk Road split in two
to skirt the edges of the
Taklimakan Desert. Both routes
had oases along the way.
Connect to Today
TIBET
CHINA
— — -
1. Hypothesizing How might patterns
of trade and cultural diffusion have
differed if Rome, not China, had
learned the secret of making silk?
See Skillbuilder Handbook, Page Rll.
2. Comparing What are China's top
three exports today, and which
countries buy those products?
205
(bahn jow) worked on it. Ban Zhao also wrote a guide called Lessons for Women ,
which called upon women to be humble and obedient but also industrious.
Women's Roles— Wives, Nuns, and Scholars Although Ban Zhao gained fame
as a historian, most women during the Han Dynasty led quiet lives at home.
Confucian teachings had dictated that women were to devote themselves to their
families. However, women made important contributions to their family’s eco-
nomic life through duties in the home and work in the fields of the family farm.
Some upper-class women lived much different lives. As explained earlier, a few
empresses wielded great power. Daoist — and later, Buddhist — nuns were able to gain
an education and lead lives apart from their families. Women in aristocratic and land-
owning families also sometimes pursued education and culture. Some women ran
small shops; still others practiced medicine.
The Fall of the Han and Their Return
In spite of economic and cultural advances, the Han emperors faced grave prob-
lems. One of the main problems was an economic imbalance caused by customs
that allowed the rich to gain more wealth at the expense of the poor.
The Rich Take Advantage of the Poor According to custom, a family’s land was
divided equally among all of the father’s male heirs. Unless a farmer could afford to
buy more land during his lifetime, each generation inherited smaller plots. With such
small plots of land, farmers had a hard time raising enough food to sell or even to feed
the family. Because of this, small farmers often went into debt and had to borrow
money from large landowners, who charged very high interest rates. If the farmer
couldn’t pay back the debt, the landowner took possession of the farmer’s land.
Large landowners were not required to pay taxes, so when their land holdings
increased, the amount of land that was left for the government to tax decreased.
With less money coming in, the government pressed harder to collect money from
the small farmers. As a result, the gap between rich and poor increased.
Wang Mang Overthrows the Han During this time of economic change, politi-
cal instability grew. At the palace, court advisers, palace servants, and rival influ-
ential families wove complex plots to influence the emperor’s choice of who would
* Comparing Two Great Empires: Han China and Rome
Han Dynasty— 202 b.c. to a.d. 220
Empire replaced rival kingdoms
Centralized, bureaucratic government
Built roads and defensive walls
Conquered many diverse peoples in regions
bordering China
At its height— area of 1.5 million square
miles and a population of 60 million
Chinese became common written language
throughout empire
Ongoing conflict with nomads
Empire fell apart; restored by Tang Dynasty
in 618
Roman Empire— 27 b.c. to a.d. 476
Empire replaced republic
Centralized, bureaucratic government
Built roads and defensive walls
Conquered many diverse peoples in
regions of three continents
At its height— area of 3.4 million square
miles and a population of 55 million
Latin did not replace other written
languages in empire
Ongoing conflict with nomads
Empire fell apart; never restored
SKILLBUILDER: Interpreting Charts
1 . Drawing Conclusions How long did each empire last? When did they both exist?
2. Comparing and Contrasting How were Han China and the Roman Empire similar? Different?
206 Chapter 7
Vocabulary
A regent is a
person who rules
temporarily while
a monarch is
too young.
MAIN IDEA
Recognizing
Effects
£> How did Wang
Mang's policies
help cause his own
downfall?
succeed him as ruler. From about 32 B.c. until a.d. 9, one inexperienced emperor
replaced another. Chaos reigned in the palace, and with peasant revolts, unrest
spread across the land as well.
Finally, Wang Mang (wahng mahng), a Confucian scholar and member of the
court, decided that a strong ruler was needed to restore order. For six years, he had
been acting as regent for the infant who had been crowned emperor. In a.d. 9, Wang
Mang took the imperial title for himself and overthrew the Han, thus ending the
Former Han, the first half of the Han Dynasty.
Wang Mang tried to bring the country under control. He minted new money to
relieve the treasury’s shortage and set up public granaries to help feed China’s
poor. Wang Mang also took away large landholdings from the rich and planned to
redistribute the land to farmers who had lost their land. But this plan angered
powerful landholders. Wang Mang’s larger supply of money disrupted the econ-
omy, because it allowed people to increase their spending, which encouraged mer-
chants to raise prices.
Then, in a.d. 1 1, a great flood left thousands dead and millions homeless. The
public granaries did not hold enough to feed the displaced, starving people. Huge
peasant revolts rocked the land. The wealthy, opposed to Wang Mang’s land poli-
cies, joined in the rebellion. The rebels assassinated Wang Mang in a.d. 23. Within
two years, a member of the old imperial family took the throne and began the sec-
ond period of Han rule — called the Later Han. C j
The Later Han Years With peace restored to China, the first decades of the Later
Han Dynasty were quite prosperous. The government sent soldiers and merchants
westward to regain control of posts along the Silk Roads. But this expansion could
not make up for social, political, and economic weaknesses within the empire
itself. Within a century, China suffered from the same economic imbalances, polit-
ical intrigues, and social unrest that had toppled the Former Han. By 220, the Later
Han Dynasty had disintegrated into three rival kingdoms.
In the next chapter, you will learn about the early civilizations and kingdoms
that developed in Africa.
a silk was the
trade good that
linked the Han
and Roman
empires. This
fragment of silk
was found along
the Silk Roads.
I
SECTION
o
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Han Dynasty • centralized government • civil service • monopoly • assimilation
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. What was the most lasting
3. How did Wudi encourage
6. IDENTIFYING PROBLEMS What problem do you think was
development of the Han
learning?
most responsible for weakening the Han Dynasty? Explain.
Empire? Explain.
Han China
I. T he Han Restore
Unity to China
A.
d>.
C.
II. A Highly
Structured Society
III. Han T echnology,
Commerce, and
Culture
4. What role did women play in
Han society?
5. How did the Han Chinese
attempt to assimilate
conquered peoples?
7. ANALYZING CAUSES How important were Confucian
teachings in the lives of people of the Han Empire?
Provide details to support your answer.
8. DRAWING CONCLUSIONS Why was agriculture considered
the most important and honored occupation in Han China?
9. WRITING ACTIVITY | RELIGIOUS AND ETHICAL SYSTEMS | Review
the five qualities Confucius said gentlemen should have.
Write one sentence for each describing the action a
government official could take to demonstrate the quality.
CONNECT TO TODAY
CREATING AN ORGANIZATIONAL CHART
Research information about the current government of the People's Republic of China. Then
create an organizational chart showing its structure.
India and China Establish Empires 207
A.D. 300
Chapter Assessment
VISUAL SUMMARY
India and China
Establish Empires
Mauryan Empire
321 B.c. Chandragupta Maury a
seized throne and began
Mauryan Empire.
269 b.c. Asoka began rule;
conquered Kalinga;
regretted slaughter and
converted to Buddhism;
sent out missionaries.
232 b.c. Asoka died; empire
started to break apart.
185 b.c. Greeks invaded India,
beginning five centuries
of turmoil.
Han Dynasty
202 b.c. Liu Bang started Han
Dynasty; strengthened
central government.
141 b.c. Wudi began reign;
conquered neighboring
regions; started civil
service.
a.d. 9 Wang Mang temporarily
overthrew the Han.
• 1 st century a.d. Later Han rulers
encouraged Silk Road trade
with West.
• Chinese invented paper, collar
harness, water mill.
Gupta Empire
a.d. 320 Chandra Gupta I
began empire.
a.d. 375 Chandra Gupta II
started reign. Indian
art, literature, and
dance flowered.
a.d. 500 Indian astronomers
realized Earth was
round; mathematician
calculated value of pi
and length of solar year.
• Buddhism and Hinduism
developed more popular forms.
• Trade spread Indian culture,
Hinduism, and Buddhism.
TERMS & NAMES
For each term or name below, briefly explain its connection to the empires in
India and China between 321 b.c. and a.d. 550.
1. Mauryan Empire
2 . Asoka
3. religious toleration
4. Gupta Empire
5. Kalidasa
6 . Silk Roads
7. Han Dynasty
8 . centralized government
9. civil service
10. assimilation
MAIN IDEAS
India's First Empires Section l (pages 189-192)
11 . What were three significant accomplishments of the Mauryan rulers?
12. How did India change during the 500 years between the decline of
the Mauryan Empire and the rise of the Gupta Empire?
13. How did the southern tip of India differ from the rest of India?
Trade Spreads Indian Religions and Culture
Section 2 (pages 193-199)
14. How did changes in Buddhism influence art in India?
15. What advances in science and mathematics had been made in India
by about 500?
16. What were the economic and cultural links between India and
Southeast Asia?
Han Emperors in China Section 3 (pages 200-207)
17. Why was Wudi one of China's most significant rulers? Explain.
18. Under the Chinese civil-service system, who could become
government officials?
19. How did silk influence China's government, economy, and culture
during the Han period?
20. How did economic problems lead to the decline of the Han?
CRITICAL THINKING
1. USING YOUR NOTES
In a diagram like the one to the
right, fill in the information
comparing the Mauryan, Gupta,
and Han empires.
2. CONTRASTING
I RELIGIOUS AND ETHICAL SYSTEMS | Contrast Buddhism's influence on India's
government with Confucianism's influence on China's government.
3. EVALUATING
I POWER AND AUTHORITY! Which of the three empires— the Mauryan, Gupta,
or Han— was most successful? Explain and support your opinion.
4. DRAWING CONCLUSIONS
| CULTURAL INTERACTION | How significant were the Silk Roads to the
economy of India? Defend your viewpoint with text references.
Empire
Period of
Influence
Key
Leaders
Significant
Achievements
Mauryan
Gupta
Han
208 Chapter 7
5. DEVELOPING HISTORICAL PERSPECTIVE
What was the importance of the Chinese invention of paper?
Use the quotation and your knowledge of world history to
answer questions 1 and 2.
Additional Test Practice, pp. S1-S33
PRIMARY SOURCE
Kalinga was conquered by his Sacred and Gracious Majesty
when he had been consecrated eight years. 150,000
persons were thence carried away captive, 100,000 were
slain, and many times that number died. . . . Thus arose
his Sacred Majesty's remorse for having conquered the
Kalingas, because the conquest of a country previously
unconquered involves the slaughter, death, and carrying
away captive of the people.
ASOKA in A History of Modern India by Percival Spear
1. Why was Asoka remorseful about the campaign against
Kalinga?
A. His army was not victorious.
B. The battle took too long to fight.
C. Many people were killed or made captives.
D. He was not able to play a more active role in the battle.
2 . What did the conquest of Kalinga cause Asoka to realize about
the nature of war?
A. War leads to the deaths of innocent people.
B. War is the best means possible to expand an empire.
C. War cannot be avoided.
D. War is very expensive to fight.
Use the photograph of this 16-inch, bronze sculpture from
Han China and your knowledge of world history to answer
question 3.
3. What does this sculpture reveal about life in Han China?
A. that the Chinese invented the wheel
B. that the Chinese used chariots in warfare
C. that only privileged classes used this form of transportation
D. that the Chinese were skilled in the use of bronze
INTEGRATED TECHNOLOGY
TEST PRACTICE Go to classzone.com
• Diagnostic tests • Strategies
• Tutorials • Additional practice
ALTERNATIVE ASSESSMENT
1. Interact with History
On page 188, you looked at a situation in which a government
hired people to spy on each other. Now that you have read the
chapter, reevaluate your decision about being a spy. What do
you think are the best methods for a government to use to
control large numbers of people? Consider the methods used
by Chandragupta, Asoka, and the Han emperors.
2. WRITING ABOUT HISTORY
Write a newspaper editorial either praising or criticizing Asoka
and his methods of governing.
• In the first paragraph, introduce your opinion.
• In the middle paragraphs, give reasons and historical
evidence to support your opinion.
• In the concluding paragraph, restate your opinion in a
forceful way.
INTEGRATED TECHNOLOGY
Creating a Virtual Field Trip
Plan a two-week virtual field trip through China and India.
Decide which cities you would visit from the Mauryan and
Gupta empires in India and the Han Empire in China. Make
sure also to include sites along the Silk Roads. Create an
online or classroom presentation that includes the following:
• maps showing the route of your trip
• images of the major historic sites you would visit and why
each site is historically significant
• images of the commercial goods and art objects you might
see along the way
India and China Establish Empires 209
AESirA
African Civilizations,
1 500 B.C.-A.D. 700
Previewing Main Ideas
I INTERACTION WITH ENVIRONMENT The varied climates and natural
resources of Africa offered opportunities for developing different lifestyles.
By 500 b.c., the Nok people of West Africa had pioneered iron-making
technology.
Geography Look at the location of ironworking sites on the map. What
might explain why ironworking took place at these sites?
| CULTURAL INTERACTION Massive migrations of Bantu-speaking people
changed the culture of eastern and southern Africa. The migrating people
brought new skills and ideas about society to people in the south and east.
Geography Study the time line and the map. Where did ironworking
spread from Nok , and which group probably brought the skills?
I POWER AND AUTHORITY | The kingdom of Aksum became a major
trading center for Indian Ocean and Arabian trade. It also became the center
of Christianity in East Africa.
Geography Why was Aksum better suited for trade than Nok
or Djenne-Djeno?
INTEGRATED TECHNOLOGY
eEdition
1 INTERNET RESOURCES
• Interactive Maps
Go to classzone.com for:
• Interactive Visuals
• Research Links
• Maps
• Interactive Primary Sources
• Internet Activities
• Test Practice
• Primary Sources
• Chapter Quiz
• Current Events
1500s B.c.
751 b.c.
Africans south of the Sahara live in
Kushite king, Pianki,
scattered farming communities, as
conquers Memphis
pastoralists or hunter-gatherers.
in Egypt.
p
461 b.c.
< Age of Pericles
in Greece,
210
^Mogador
Mediterranean Sea
EGYPT
DjEnne-Dieno
IJenne-jeno),
AKSUM
ETHIOPIA
Kaiumka
(5th century B.C*}
hike
Vutfurlit
^Gomhe Point
Katambo Falls
□I Mok homeland
* Cities
* Early Iron Age sites
Spread of ironworfcing
Great Zimbabwe
0 500 1000 Kilometers
Wrnfcgl Tripnl fVoi&clion
Castle Cavern
Orange-
500 B.C. '1
Nok people
make iron tools.
(Nok sculpture) ►
250 B.c.
Djenn6-Djeno
established in
West Africa.
A.D. lOOS
Bantu
migrations
under way.
◄ King Ezana rules
Aksum. (crown
from Aksum)
27 b.c.
•4 Pax Romana begins.
(Roman soldier statue)
105 A.D.
Chinese invent paper.
Spread of Ironworking, 500 b.c.- a.d. 700
211
How can newcomers
change a community ?
The year is 100 b.c., and you’ve spent most of the day
gathering berries. The hunters have brought back some
small game to add to the simmering pot. Just then you see
something out of the ordinary. A stranger is approaching.
He is carrying a spear and leading cows — a type of animal
that none of you has ever seen. Your first reaction is fear.
But you are also curious. Who is he? What does he want?
Where has he come from? The communal elders have
similar concerns, yet they cautiously go forward to greet him.
— community is
and tightly kn
is, however, r<
arrnmmn/H ate
r «
VS
~ * - T: #
0 The hunter-gatherer
is small
knit. There
room to
accommodate
newcomers.
M ® Having traveled long
distances, this
stranger might have
valuable survival
skills to share.
0 His spears could
indicate that he is a
good hunter or that
his group may be
hostile invaders—
or both.
212 Chapter 8
• How might both native people and newcomers benefit from
their interaction?
• How would such interaction change everyone involved?
Discuss these questions as a class. In your discussion, remember
what you’ve learned about other peoples who dealt with foreigners,
such as the Indo-European invaders of Asia and India. As you read
about the early African civilizations in this chapter, notice how
African peoples interacted with each other.
Jrdt <WwYlTir
r f
A
cf ,
*
Mg
Diverse Societies in Africa
MAIN IDEA
INTERACTION WITH
ENVIRONMENT African peoples
developed diverse societies as
they adapted to varied
environments.
WHY IT MATTERS NOW
Differences among modern
societies are also based on
people's interactions with their
environments.
TERMS & NAMES
• Sahara • animism
• Sahel • griot
• savanna • Nok
• Djenne-Djeno
SETTING THE STAGE Africa spreads across the equator. It includes a broad
range of Earth’s environments — from steamy coastal plains to snow-capped
mountain peaks. Some parts of Africa suffer from constant drought, while others
receive over 200 inches of rain a year. Vegetation varies from sand dunes and
rocky wastes to dense green rain forests. Interaction with the African environ-
ment has created unique cultures and societies. Each group found ways to adapt
to the land and the resources it offers.
A Land of Geographic Contrasts
Africa is the second largest continent in the world. It stretches 4,600 miles from
east to west and 5,000 miles from north to south. With a total of 11.7 million
square miles, it occupies about one-fifth of Earth’s land surface. Narrow coast-
lines (50 to 100 miles) lie on either side of a central plateau. Waterfalls and
rapids often form as rivers drop down to the coast from the plateau, making navi-
gation impossible to or from the coast. Africa’s coastline has few harbors, ports,
or inlets. Because of this, the coastline is actually shorter than that of Europe, a
land one-third Africa’s size.
Challenging Environments Each African environment offers its own chal-
lenges. The deserts are largely unsuitable for human life and also hamper peo-
ple’s movement to more welcoming climates. The largest deserts are the Sahara
in the north and the Kalahari (kahl* *uh»HAHR*ee) in the south.
Stretching from the Atlantic Ocean to the Red Sea, the Sahara covers an area
roughly the size of the United States. Only a small part of the Sahara consists of
sand dunes. The rest is mostly a flat, gray wasteland of scattered rocks and
gravel. Each year the desert takes over more and more of the land at the south-
ern edge of the Sahara Desert, the Sahel (suh*HAYL).
Another very different — but also partly uninhabitable — African environment
is the rain forest. Sometimes called “nature’s greenhouse,” it produces mahogany
and teak trees up to 150 feet tall. Their leaves and branches form a dense canopy
that keeps sunlight from reaching the forest floor. The tsetse (TSET*see) fly is
found in the rain forest. Its presence prevented Africans from using cattle, don-
keys, and horses to farm near the rain forests. This deadly insect also prevented
invaders — especially Europeans — from colonizing fly-infested territories.
TAKING NOTES
Outlining Organize
ideas and details
about Africa.
Africa
J. A L and of
Geographic
Contrasts
A.
&
J). EarJi/ Humans
Adapt to T heir
Environments
African Civilizations 213
O The deadliest creature
lurking in rain forests is a
small fly called the tsetse fly.
Tsetse flies carry a disease
that is deadly to livestock and
can cause fatal sleeping
sickness in humans.
e rra n
Q Sahel means "coastline" in Arabic.
African people may have named it
this because the Sahara seemed like
a vast ocean of sand.
LIBYAN
DESERT
ARABIAN
PENINSULA
Lake
Chad
Turkana
Gulf of Guinea
Kilimanjaro
^jThe dense trees and lack of edible
vegetation in the humid rain forest
make it an unwelcoming environment
for most people.
Tanganyika
IS Rain forest
□ Savanna
□ Desert
■ Mediterranean
v#P °Po*
KALAHARI
DESERT
The savannas
are home to
herds of animals
such as giraffes,
wildebeest, and
antelope. They
also support
grain crops of
millet, wheat,
and maize (corn).
2,000 Kilometers
Vegetation Regions of Africa
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1. Place About what percent of Africa is desert? savanna?
2. Region If you were to fold a map of Africa in half along the equator, what do
you notice about the similar vegetation zones above and below the fold?
214 Chapter 8
Welcoming Lands The northern coast and the southern tip of Africa have wel-
coming Mediterranean-type climates and fertile soil. Because these coastal areas
are so fertile, they are densely populated with farmers and herders.
Most people in Africa live on the savannas , or grassy plains. Africa’s savannas
are not just endless plains. They include mountainous highlands and swampy trop-
ical stretches. Covered with tall grasses and dotted with trees, the savannas cover
over 40 percent of the continent. Dry seasons alternate with rainy seasons — often,
two of each a year. Unfortunately, the topsoil throughout Africa is thin, and heavy
rains strip away minerals. In most years, however, the savannas support abundant
agricultural production.
MAIN IDEA
Making Inferences
hj Why might
Africans continue
living in a nomadic
lifestyle?
Early Humans Adapt to Their Environments
The first humans appeared in the Great Rift Valley, a deep gash
runs through the floor of the Red Sea and across eastern Africa,
lier, people moved outward from this area in the world’s
first migration. They developed technologies that helped
them survive in — and then alter — their surroundings.
Nomadic Lifestyle Africa’s earliest peoples were nomadic
hunter-gatherers. Today, some of the San of the Kalahari
Desert and the BaMbuti (bah*uhm*BOO*tee) of the rain
forests of Congo are still hunter-gatherers. The San, for
example, travel in small bands of a few related families. The
men hunt with spears and bows and arrows, and the women
and children gather roots and berries.
Other early Africans eventually learned to domesticate
and raise a variety of animals for food. Called herders, or
pastoralists, these people kept cattle, goats, or sheep. They
were nomads who drove their animals to find water and
good pastures for grazing during the dry season. Millions of
modern Africans are pastoral herders as well. The Masai
(mah*SEYE) of Tanzania and southern Kenya, for example,
still measure their wealth by the size of their herds. A,
Transition to a Settled Lifestyle Experts believe that agri-
culture in Africa probably began by 6000 B.c. Between 8000
and 6000 b.c., the Sahara received increased rainfall and
turned into a savanna. But about 6000 b.c., the Sahara began
to dry up again. To survive, many early farmers moved east
into the Nile Valley and south into West Africa. Some set-
tled on the savannas, which had the best agricultural land.
Grain grew well in the savannas. In addition to growing
grain, Africans began to raise cattle. In areas where the
tsetse fly was found, it was not possible to keep cattle.
However, south and east of the rain forests, cattle raising
became an important part of agricultural life. Other
Africans learned to farm in the rain forest, where they
planted root crops, such as yams, that needed little sun.
Agriculture drastically changed the way Africans lived.
Growing their own food enabled them to build permanent
shelters in one location. Settlements expanded because reli-
able food supplies led to longer, healthier lives and an
increased birthrate. The increased food supply also freed
in Earth’s crust that
As you learned ear-
Social His
Collecting Water
Finding and collecting water
traditionally has been the job of
women, whether they have a
settled lifestyle or a nomadic one.
Each day they set out to find clean
water for their families. Drought
in Africa, which has lasted for many
years, has increased the difficulty of
finding clean water. In the past, it
was estimated that women spent
about nine minutes a day collecting
water. In 2003, that time increased
to 21 minutes, and women had to
walk as far as six miles (about 10
kilometers) to find the water.
Obtaining clean water will continue
to be a challenging daily task, even
for people who have made the
transition to a settled lifestyle on
small plots of land.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY Create a
photographic report outlining African
clean water problems and solutions. Go
to classzone.com for your research.
African Civilizations 215
a This rock
painting in
northwestern
Africa shows
a line of calves
tied to a rope
in a pastoralist
camp.
some members of the community to practice activities such as working metal,
making pottery, and crafting jewelry.
These increasingly complex settlements of people required more organization
than smaller communities. Various types of governing bodies developed to fill this
need. Some governments consisted of a village chief and a council of the leaders
of individual family groups. As strong groups moved to extend their land and con-
quered weaker settlements, they centralized their power and their governments.
Some of these societies eventually developed into great kingdoms.
Early Societies in Africa
The societies south of the Sahara — like all human cultures — shared common ele-
ments. One of these elements was the importance of the basic social unit, the fam-
ily. Besides parents and children, this primary group often included grandparents,
aunts, uncles, and cousins in an extended family. Families that shared common
ancestors sometimes formed groups known as clans.
Local Religions African peoples organized themselves into family groups. They
also developed belief systems that helped them understand and organize informa-
tion about their world. Nearly all of these local religions involved a belief in one
creator, or god. They generally also included elements of animism , a religion in
which spirits play an important role in regulating daily life. Animists believe that
spirits are present in animals, plants, and other natural forces, and also take the
form of the souls of their ancestors.
Keeping a History Few African societies had written languages. Instead, story-
tellers shared orally the history and literature of a culture. In West Africa, for
example, these storytellers, or griots (gree*OHZ), kept this history alive, passing
it from parent to child:
PRIMARY SOURCE
I am a griot . . . master in the art of eloquence. . . . We are vessels of speech, we are the
repositories [storehouses] which harbor secrets many centuries old. . . . Without us the
names of kings would vanish. . . . We are the memory of mankind; by the spoken word
we bring to life the deeds ... of kings for younger generations. ... For the world is old,
but the future springs from the past.
DJELI MAMOUDOU KOUYATE, from Sundiata, an Epic of Old Mali
MAIN IDEA
Analyzing Primary
Sources
3/ Why were gri-
ots important to
African societies?
216 Chapter
Vocabulary
desertification: the
steady process of
drying of the soil
Recent discoveries in West Africa have proved how old and extensive the history
of this part of Africa is. Archaeologists believe that early peoples from the north
moved into West Africa as desertification forced them south to find better farmland.
Discoveries in the areas of modern Mali and Nigeria reveal that West Africans
developed advanced societies and cities long before outsiders came to the continent.
West African Iron Age
Archaeologists’ main source of information about early West African cultures has
been from artifacts such as pottery, charcoal, and slag — a waste product of iron
smelting. By dating these artifacts, scientists can piece together a picture of life in
West Africa as early as 500 b.c.
Unlike cultures to the north, the peoples of Africa south of the Sahara seem to
have skipped the Copper and Bronze Ages and moved directly into the Iron Age.
Evidence of iron production dating to around 500 b.c. has been found in the area
just north of the Niger and Benue rivers. The ability to smelt iron was a major tech-
nological achievement of the ancient Nok of sub-Saharan Africa.
The Nok Culture West Africa’s earliest known culture was that of the Nok (nahk)
people. They lived in what is now Nigeria between 500 b.c. and a.d. 200. Their
name came from the village where the first artifacts from their culture were dis-
covered. Nok artifacts have been found in an area stretching for 300 miles between
the Niger and Benue rivers. They were the first West African people known to
smelt iron. The iron was fashioned into tools for farming and weapons for hunting.
Some of the tools and weapons made their way into overland trade routes.
> Analyzing Art
Nok Sculpture
Nok artifacts show evidence of a sophisticated
culture. Their sculptures are made of terra cotta,
a reddish-brown baked clay. Sculptures include
animals as well as people. This Nok figure
features a classical look called "elongated" style.
Most Nok figurines have these characteristics:
• distinctive features such as bulging eyes, flaring
nostrils, and protruding lips
• an elongated style, especially used for the head
• the hand or chin on the knee in some figures
• hairstyle still common in Nigeria
SKILLBUILDER: Interpreting Visual Sources
Formulating Historical Questions What questions
would you ask if you could speak with the creator
of this sculpture?
African Civilizations 217
Science & Technology
African Ironworking
Refining metal was an important technological advance in every
civilization. Africa was no exception. Iron tools were stronger than
copper or bronze tools, so iron tools and the technology to produce
them were very valuable.
Producing iron began by mining the iron ore. The iron itself was
bound up with other minerals in rocks. The trick was separating the
iron from the unwanted minerals. That was the function of the furnace
shown below. This process is known as smelting.
INTECRATED TECHNOLOGY
p?©; Layers of iron ore were
alternated with layers of
charcoal fuel inside the
furnace. Temperatures
inside the furnace would
reach about 2000° F.
t.jQ A tuyere (twee*YAIR) was a
clay pipe that allowed air to
flow through the furnace.
Q The intense heat would
cause a chemical reaction,
separating the iron from the
impurities.
© The iron would collect and
form what is called a bloom.
After cooling, the bloom was
removed. An ironsmith then
worked the bloom into the
desired tool or weapon.
218
2. Comparing and Contrasting Use the
Internet to research the history of
modern ironworking techniques.
What improvements have been
made, and how do they benefit our
life today?
RESEARCH LINKS For more
information on ironworking,
go to classzone.com
1 . Hypothesizing What advantages
would iron tools give a civilization?
See Skillbuilder Handbook, Page R15.
© The bellows— usually made
out of an animal skin with a
wooden plunger attached—
increased air flow in the
furnace, thus raising the
temperature.
MAIN IDEA
Comparing
C j In what ways
were the cultures of
Djenne-Djeno and
the Nok alike?
Djenne-Djeno In the region south of the
Sahel, most Africans lived in small villages.
However, cities began to develop sometime
between 600 b.c. and 200 b.c. Usually they
were in areas along rivers or at an oasis. One
of these cities was Djenne-Djeno.
Dienne-Dieno (jeh«NAY jeh*NOH), or
ancient Djenne, was uncovered by archaeolo-
gists in 1977. Djenne-Djeno is located on a
tributary of the Niger River in West Africa.
There, scientists discovered hundreds of thou-
sands of artifacts. These objects included pot-
tery, copper hair ornaments, clay toys, glass
beads, stone bracelets, and iron knives.
The oldest objects found there dated from
250 b.c., making Djenne-Djeno the oldest
known city in Africa south of the Sahara. The
city was abandoned sometime after a.d. 1400.
At its height, Djenne-Djeno had some 50,000 residents. They lived in round reed
huts plastered with mud. Later, they built enclosed houses made of mud bricks.
They fished in the Niger River, herded cattle, and raised rice on the river’s fertile
floodplains. By the third century B.c., they had learned how to smelt iron. They
exchanged their rice, fish, and pottery for copper, gold, and salt from other peoples
who lived along the river. Djenne-Djeno became a bustling trading center linked to
other towns not only by the Niger, but also by overland camel routes. C,
The early inhabitants of West Africa were developing cities, cultures, and tech-
nologies that would make their mark on history. Meanwhile, other groups in West
Africa were beginning to make an historic move out of West Africa. The Bantu-
speaking people would take their culture and ironworking techniques with them to
parts of eastern and southern Africa.
a A modern
artist, Charles
Santore, has
pictured life in
Djenne-Djeno
around a.d. 1000.
OCEAN
SECTION
O
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Sahara • Sahel • savanna • animism • griot • Nok • Djenne-Djeno
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. How were history and culture
3. What are four general
6. ANALYZING CAUSES Why did diverse cultures develop in
preserved in African societies?
vegetation types found in
Africa?
Africa
Africa?
7. RECOGNIZING EFFECTS How did agriculture change the
). A Land of
4. What is the main source of
way Africans lived?
Geographic
CtC
information about early African
8. DRAWING CONCLUSIONS What evidence shows that
do
A.
cultures?
Djenne-Djeno was a major trading city in West Africa?
£>.
5. How is the African Iron Age
9. WRITING ACTIVITY [INTERACTION WITH ENVIRONMENT |
J). Early Humans
different from that in other
Choose one of the climate or vegetation zones of Africa.
Adapt to T heir
regions?
Write a poem from the perspective of a person living in
Environments
the zone and interacting with the environment.
CONNECT TO TODAY
CREATING A MAP
Create a three-dimensional map of Africa that illustrates both vegetation zones and
geographic features. Use your map to demonstrate the geographic challenges to people
living on the continent.
African Civilizations 219
Migration
CASE STUDY: Bantu-Speaking Peoples
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
CULTURAL INTERACTION
Migration continues to shape
• migration
• Bantu-speaking
Relocation of large numbers of
the modern world.
• push-pull
peoples
Bantu-speaking people brings
factors
cultural diffusion and change to
southern Africa.
SETTING THE STAGE Human history is a constantly recurring set of move-
ment, collision, settlement, and more movement. Throughout history, people
have chosen to uproot themselves and move to explore their world. Sometimes
they migrate in search of new opportunities. Other times, migration is a desper-
ate attempt to find a place to survive or to live in peace.
TAKING NOTES
Analyzing Causes and
Recognizing Effects
Identify causes and
effects of specific events
related to Bantu
migration.
People on the Move
As an important pattern in human culture, migrations have influenced world his-
tory from its outset. Mi gration is a permanent move from one country or region
to another.
Causes of Migration Aside from the general human desire for change, the
causes of migrations fall into three categories: environmental, economic, and
political. In the early history of human life, environmental factors were most
likely the strongest. Later, economic and political causes played a greater role.
For example, in the 15th century, the Ottomans’ drive for power pushed them to
move all over the ancient world to create a massive empire. As the world became
more industrialized, more people moved to cities where work in factories was
available. Elsewhere, religious or ethnic persecution supported by governments
often drove groups of people to flee in order to survive.
Seventeenth-century European settlers were pulled to
America by the hope of religious tolerance, land for
farming, or better economic conditions.
When looking at migration, historians and geogra-
phers speak of push-pull factors . These factors can
either push people out of an area or pull them into an
area. An example of an environmental pull factor might
be abundant land that attracts people. On the other hand,
the depletion of natural resources forces people away
from a location — a push factor. Employment or the lack
of it is an economic push or pull factor. Political condi-
tions such as freedom or persecution can encourage peo-
ple to move or to stay where they are. Urbanization also
causes migration because job opportunities and other
▼ A mask of the
Kuba, a Bantu-
speaking people,
from Congo and
Zaire
A f
r
& Rf
220 Chapter 8
Migration: Push-Pull Factors
Push Examples
Climate changes, exhausted
resources, earthquakes,
volcanoes, drought/famine
Unemployment, slavery
Religious, ethnic, or political
persecution, war
Migration Factors
Environmental
Economic
Political
Pull Examples
Abundant land, new
resources, good climate
Employment opportunities
Political and/or religious
freedom
SKILLBUILDER: Interpreting Charts
1. Developing Historical Perspective Are environmental factors still a cause of migration in the
modern world? Explain.
2. Analyzing Causes Which cause do you think is most important in modern migrations ? Why?
MAIN IDEA
Forming Opinions
A, Which of the
effects of migration
do you think are
most negative?
Explain.
benefits attract people. The chart above shows how causes of migration are related
to push-pull factors.
Effects of Migration Life in a newly populated area changes because of the influx
of new people. The results of migration may be positive or negative.
• Redistribution of the population may change population density.
• Cultural blending of languages or ways of life may occur.
• Ideas and technologies may be shared.
• People’s quality of life may be improved as a result of moving.
• Clashes between groups may create unrest, persecution, or even war.
• Environmental conditions may change, causing famine or depleted
natural resources.
• Employment opportunities may dry up, creating unemployment and poverty.
Migration changes the lives of those who migrate and also of the people in com-
munities where they settle. Both groups may need to make adjustments in the way
they live. Some adjustments may be relatively easy to make. For example, more
advanced technology may improve living conditions. Other adjustments may be
more difficult and may occur over a longer period of time. One of these adjust-
ments may include language. A;
Tracing Migration Through Language One way experts can trace the patterns of
movement of people over time is by studying the spread of languages. People bring
their languages with them when they move to new places. And languages, like the
people who speak them, are living things that evolve and change in predictable
ways. If two languages have similar words for a particular object or idea, for exam-
ple, it is likely that the people who spoke those languages probably had close con-
tact at one time.
Experts have studied languages in Africa. One group of African languages, the
Niger-Congo, includes over 900 individual languages. A family of languages in this
group developed from a single parent tongue, Proto-Bantu. Many anthropologists
believe that the language spread across Africa as a result of migration. Today in
Africa, Bantu speakers live in a region from south of the Sahara to the tip of Africa.
A Bantu language is the first language of nearly one-third of all Africans.
African Civilizations 221
*
B.C.-A.D. 1100
p 0° Equator -■
- 20°s rr
Tropic of Capricorn
30°S
El Bantu homelands
Migration routes 3000 b.c.-500 b.c.
Migration routes 500 b.c.-a.d. 400
Migration routes a.d. 400-a.d. 1100
rr~1 Desert
H Tropical rainforest
ATLANTIC
OCEAN
1,000 Kilometers
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1. Human-Environment Interaction What geographic features did the Bantu speakers encounter in
the course of their migrations ?
2. Movement Why didn't the Bantu speakers migrate northward?
Case Study: Bantu-speaking Peoples
Massive Migrations
Early Africans made some of the greatest migrations in history When the migrations
were over they or their descendants populated the southern third of the continent.
Starting in the first few centuries a.d. and continuing over 1,500 years, small groups
moved southward throughout Africa, spreading their language and culture.
Historians refer to these people as the Bantu-speaking peoples . (The word Bantu
itself means “the people.”) The Bantu-speaking peoples originally lived in the
savanna south of the Sahara, in the area that is now southeastern Nigeria.
Migration Begins Bantu speakers were not one people, but rather a group of peo-
ples who shared certain cultural characteristics. They were farmers and nomadic
herders who developed and passed along the skill of ironworking. Many experts
believe they were related to the Nok peoples.
Beginning at least 2,000 years ago or earlier, small groups of Bantu speakers
began moving to the south and east. The farming techniques used by these people
forced them to move every few years. The technique is called slash and burn. A
patch of the forest is cut down and burned. The ashes are mixed into the soil creat-
ing a fertile garden area. However, the land loses its fertility quickly and is aban-
doned for another plot in a new location. When they moved, the Bantu speakers
shared their skills with the people they met, adapted their methods to suit each new
environment, and learned new customs. They followed the Congo River through the
rain forests. There they farmed the riverbanks — the only place that received enough
sunlight to support agriculture.
As they moved eastward into the savannas, they adapted their techniques for
herding goats and sheep to raising cattle. Passing through what is now Kenya and
222 Chapter 8
Tanzania, they learned to cultivate new crops. One such crop was the banana,
which came from Southeast Asia via Indonesian travelers.
MAIN IDEA
Clarifying
B/ How did the
Bantu deal with the
problems they
encountered in
their migrations?
Causes of Migration Although it is impossible to know exactly what caused the
Bantu-speaking peoples to migrate, anthropologists have proposed a logical expla-
nation. These experts suggest that once these peoples developed agriculture, they
were able to produce more food than they could obtain by hunting and gathering.
As a result, the population of West Africa increased. Because this enlarged popu-
lation required more food, the earliest Bantu speakers planted more land. Soon
there wasn’t enough land to go around. They couldn’t go north in search of land,
because the area was densely populated. The areas that once had been savanna were
becoming more desertlike. The Sahara was slowly advancing toward them. So the
people moved southward.
The Bantu people probably brought with them the technology of iron smelting.
As they moved southward, they were searching for locations with iron ore resources
and hardwood forests. They needed the hardwood to make charcoal to fuel the
smelting furnaces. (See the Science & Technology feature on page 218.)
As you can see from the map, the migrations split into eastern and western
streams. Eventually, the Bantu speakers worked their way around the geographical
barriers of the Kalahari and Namib deserts. Within 1,500 years or so — a short time
in the span of history — they reached the southern tip of Africa. The Bantu speak-
ers now populated much of the southern half of Africa. §/
Effects of the Migration When the Bantu speakers settled into an area, changes
occurred. The lands they occupied were not always unpopulated. Some areas into
Connect r^Today
Bantu Languages: Swahili
An estimated 240 million people in Africa
speak one of the Bantu languages as their
first language. Of that number, about 50
million people in central and east Africa speak
Swahili (also known as Kiswahili). The word
swahili means "the coast." Swahili is widely
used on the east coast of Africa, but is found
elsewhere, too. It is the official language of
Kenya and Tanzania.
In fact, after Arabic, Swahili is the most
commonly spoken language in Africa. Swahili
uses Bantu basics along with Arabic and
Persian words. It probably developed as
people of East Africa interacted with traders
from the Indian Ocean trade networks
and with Arabic traders.
The greeting "Jam bo. U mzimo ?"
(Hello. How are you?) and the
answer " U holi goni" (The health is
good.) can be understood by
modern-day Swahili speakers from
East Africa.
a This Kuba
mask represents
the sister of the
founding
ancestor of the
Kuba culture
group, a Bantu-
speaking people.
which the Bantu moved were sparsely populated with
peoples like the BaMbuti and the San. These Africans
were not Bantu speakers. They were not engaged in agri-
culture but were instead hunter-gatherers. They had to
find ways to get along with the Bantu, get out of their
way, or defend their lands and way of life.
As the Bantu speakers spread south into hunter-gath-
erers’ lands, territorial wars often broke out. Fighting
with iron-tipped spears, the newcomers easily drove off
the BaMbuti and the San, who were armed only with
stone weapons. Today, the BaMbuti are confined to a
corner of the Congo Basin. The San live only around the
Kalahari Desert in northwestern South Africa, Namibia,
and Botswana. Both groups live a very simple life. They
do not speak a Bantu language, and their culture does
not reflect the influence of the Bantu-speaking peoples.
The Bantu speakers exchanged ideas and intermar-
ried with the people they joined. This intermingling cre-
ated new cultures with unique customs and traditions.
The Bantu speakers brought new techniques of agricul-
ture to the lands they occupied. They passed on the tech-
nology of ironworking to forge tools and weapons from copper, bronze, and iron.
They also shared ideas about social and political organization. Some of these ideas
still influence the political scene in eastern and southern Africa. Although the
Bantu migrations produced a great diversity of cultures, language had a unifying
influence on the continent. Cj
In the next section, you will see how cultures on the east coast of Africa experi-
enced growth and change. These changes came about as a result of human migra-
tions from Arabia and cultural interaction with traders from North Africa and the
Indian Ocean trade routes.
MAIN IDEA
Analyzing Effects
£/ How did the
Bantu migrations
change the history
of Africa?
SECTION
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• migration • push-pull factors • Bantu-speaking peoples
USING YOUR NOTES
2. Which effects of the Bantu-
speaking migrations do you
think had the most long-term
impact? Explain.
3a. rrtu tAiqra.tions
Effect
Effect
Effect
MAIN IDEAS
3. What are push-pull factors in
migration?
4. What are three effects of
migration?
5. Into which regions of Africa did
the Bantu-speaking migration
move?
CRITICAL THINKING & WRITING
6. MAKING INFERENCES How can the effects of one
migration become a cause of another migration?
7. RECOGNIZING EFFECTS How does migration shape the
modern world?
8. HYPOTHESIZING How might the population of Africa be
different today if the Bantu-speaking migrations had not
taken place?
9. WRITING ACTIVITY | CULTURAL INTERACTION Write a
compare-and-contrast essay addressing how migrating
Bantu speakers and the peoples they encountered may
have reacted to each other.
CONNECT TO TODAY
CREATING A DATABASE
Use online or library resources to find information on Bantu languages and the countries in
which they are spoken. Build a database using the information.
224 Chapter 8
The Kingdom of Aksum
MAIN IDEA
POWER AND AUTHORITY The
kingdom of Aksum became an
international trading power and
adopted Christianity.
WHY IT MATTERS NOW
Ancient Aksum, which is now
Ethiopia, is still a center of the
Ethiopian Orthodox Christian
Church.
TERMS & NAMES
• Aksum • Ezana
• Adulis • terraces
SETTING THE STAGE While migrations were taking place in the southern half
of Africa, they were also taking place along the east coast. Arab peoples crossed
the Red Sea into Africa perhaps as early as 1000 b.c. There they intermarried
with Kushite herders and farmers and passed along their written language, Ge’ez
(GEE*ehz). The Arabs also shared their skills of working stone and building
dams and aqueducts. This blended group of Africans and Arabs would form the
basis of a new and powerful trading kingdom.
The Rise of the Kingdom of Aksum
You learned in Chapter 4 that the East African kingdom of Kush became power-
ful enough to push north and conquer Egypt. During the next century, fierce
Assyrians swept into Egypt and drove the Kushite pharaohs south. However,
Kush remained a powerful kingdom for over 1,000 years. Finally, a more
powerful kingdom arose and conquered Kush. That kingdom was Aksum
(AHK*soom). It was located south of Kush on a rugged plateau on the Red Sea,
in what are now the countries of Eritrea and Ethiopia. (See map on page 226.)
In this area of Africa, sometimes called the Horn of Africa, Arab traders from
across the Red Sea established trading settlements. These traders were seeking
ivory to trade in Persia and farther east in the Indian Ocean trade. They brought
silks, textiles, and spices from eastern trade routes. Eventually, the trading set-
tlements became colonies of farmers and traders. Trade with Mediterranean
countries also flowed into seaports located here.
The Origins of Aksum A legend traces the founding of the kingdom of Aksum
and the Ethiopian royal dynasty to the son of King Solomon (of ancient Israel)
and of the Queen of Sheba, (a country in southern Arabia). That dynasty lasted
into the 20th century, until the last ruler, Haile Selassie, died in 1975.
The first mention of Aksum was in a Greek guidebook written around a.d.
100, Periplus of the Erythraean Sea. It describes Zoskales (ZAHS*kuh*leez),
thought to be the first king of Aksum. He was “a stickler about his possessions
and always [greedy] for getting more, but in other respects a fine person and well
versed in reading and writing Greek.” Under Zoskales and other rulers, Aksum
seized areas along the Red Sea and the Blue Nile in Africa. The rulers also
TAKING NOTES
Summarizing List the
achievements of Aksum.
African Civilizations 225
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Location What nearby waterways enabled Aksum to become a
major trading center ?
2 . Movement To which continents or countries did Aksum's trade
routes give it access?
crossed the Red Sea and took con-
trol of lands on the southwestern
Arabian Peninsula.
Aksum Controls International
Trade Aksum’s location and expan-
sion made it a hub for caravan routes
to Egypt and Meroe. Access to sea
trade on the Mediterranean Sea
and Indian Ocean helped Aksum
become an international trading
power. Traders from Egypt, Arabia,
Persia, India, and the Roman Empire
crowded Aksum’s chief seaport,
Adulis (AHD*uh*luhs), near pre-
sent-day Massawa. Ay
Aksumite merchants traded
necessities such as salt and luxu-
ries such as rhinoceros horns,
tortoise shells, ivory, emeralds,
and gold. In return, they chose
from items such as imported cloth,
glass, olive oil, wine, brass, iron,
and copper. Around a.d. 550,
an Egyptian merchant named
Cosmas described how Aksumite
agents bargained for gold from
the people in southern Ethiopia:
PRIMARY SOURCE jb
They take along with them to the mining district oxen, lumps of salt, and iron, and
when they reach its neighborhood they . . . halt . . . and form an encampment, which
they fence round with a great hedge of thorns. Within this they live, and having
slaughtered the oxen, cut them in pieces and lay the pieces on top of the thorns along
with the lumps of salt and the iron. Then come the natives bringing gold in nuggets like
peas . . . and lay one or two or more of these upon what pleases them. . . . Then the
owner of the meat approaches, and if he is satisfied he takes the gold away, and upon
seeing this its owner comes and takes the flesh or the salt or the iron.
COSMAS quoted in Travellers in Ethiopia
A Strong Ruler Expands the Kingdom The kingdom of Aksum reached its
height between a.d. 325 and 360, when an exceptionally strong ruler, Ezana
(AY*zah*nah), occupied the throne. Determined to establish and expand his author-
ity, Ezana first conquered the part of the Arabian peninsula that is now Yemen.
Then, in 330, Ezana turned his attention to Kush, which already had begun to
decline. In 350, he conquered the Kushites and burned Meroe to the ground:
PRIMARY SOURCE
I carried war against [them] when they had rebelled. ... I burnt their towns of stone
and their towns of straw. At the same time, my men plundered [stole] their grain, their
bronze, their iron and their copper, destroyed the idols in their homes, their stocks of
corn and of cotton; and they threw themselves into the river.
KING EZANA OF AKSUM, quoted in Africa: Past and Present
MAIN IDEA
Recognizing
Effects
A. How did
Aksum's location
and interactions
with other
regions affect
its development?
MAIN ID EA
Analyzing Primary
Sources
By Why don't the
traders speak to
each other instead
of laying down
goods or gold?
226 Chapter 8
An International Culture Develops
From the beginning, Aksumites had a diverse cultural heri-
tage. This blend included traditions of the Arab peoples who
crossed the Red Sea into Africa and those of the Kushite
peoples they settled among. As the kingdom expanded and
became a powerful trading center, it attracted people from
all over the ancient world.
The port city of Adulis was particularly cosmopolitan. It
included people from Aksum ’s widespread trading partners,
such as Egypt, Arabia, Greece, Rome, Persia, India, and
even Byzantium. In the babble of tongues heard in Aksum,
Greek stood out as the international language of the time,
much as English does in the world today.
Aksumite Religion The Aksumites, like other ancient
Africans, traditionally believed in one god. They called their
god Mahrem and believed that their king was directly
descended from him. They were also animists, however, and
worshiped the spirits of nature and honored their dead
ancestors. They offered sacrifices — often as many as a
dozen oxen at a time — to those spirits, to Mahrem, and
often to the Greek god of war, Ares.
Merchants exchanged more than raw materials and
finished goods in Aksum. They shared ideas as well. One of these ideas was a new
religion, Christianity, which you learned about in Chapter 6. Based on the teach-
ings of Jesus and a belief in one God — monotheism — Christianity began in
Palestine about a.d. 30. It spread throughout the Roman Empire and then to Africa,
and eventually to Aksum.
Aksum Becomes Christian Ezana succeeded to the throne as an infant after the
death of his father. While his mother ruled the kingdom, a young Christian man
from Syria who had been captured and taken into the court educated him.
Global Impact-*
A Road Paved with Gold:
Aksum to Rome
The kingdom of Aksum had a
tremendous impact on the ancient
Mediterranean world. It particularly
influenced one of the most important
powers of the time, the Roman
Empire. Roman ships came to Adulis
weekly to trade with the Aksumites.
Many Roman merchants lived in
Adulis and in the capital city, Aksum.
One of the chief commodities that
linked the two powers was gold. The
Aksumites had access to it from
inland gold mines, and the Romans
needed it to support the monetary
system of their growing empire.
Rome and Aksum were linked not
only by gold, however. They also
shared a spiritual link in their
commitment to Christianity.
t This mural
depicting Bible
stories is located
on the wall of
one of the
oldest Christian
churches in
Aksum.
When Ezana finally became ruler of Aksum, he converted to Christianity and
established it as the kingdom’s official religion. He vowed, “I will rule the people
with righteousness and justice and will not oppress them, and may they preserve this
Throne which I have set up for the Lord of Heaven.” King Ezana ’s conversion and
his devout practice of Christianity strengthened its hold in Aksum. The establishment
of Christianity was the longest lasting achievement of the Aksumites. Today, the land
of Ethiopia, where Aksum was located, is home to millions of Christians.
Aksumite Innovations The inscription on Ezana ’s stele is written in Ge’ez, the
language brought to Aksum by its early Arab inhabitants. Aside from Egypt and
Meroe, Aksum was the only ancient African kingdom known to have developed a
written language. It was also the first state south of the Sahara to mint its own
coins. Made of bronze, silver, and gold, these coins were imprinted with the say-
ing, “May the country be satisfied.” Ezana apparently hoped that this inscription
would make him popular with the people. Every time they used a coin, it would
remind them that he had their interests at heart.
In addition to these cultural achievements, the Aksumites adapted creatively to
their rugged, hilly environment. They created a new method of agriculture, terrace
farming. This enabled them to greatly increase the productivity of their land.
Terraces , or steplike ridges constructed on mountain slopes, helped the soil retain
water and prevented its being washed downhill in heavy rains. The Aksumites dug
canals to channel water from mountain streams into the fields. They also built
dams and cisterns, or holding tanks, to store water.
Analyzing Causes
£/ What condi-
tions led to
Aksum's becoming
Christian?
Analyzing Architecture
Pillars of Aksum
Aksumites developed a unique architecture. They put no mortar on
the stones used to construct vast royal palaces and public buildings.
Instead, they carved stones to fit together tightly. Huge stone pillars
were erected as monuments or tomb markers. The carvings on the
pillars are representations of the architecture of the time.
To the left, the towering stone pillar, or stele, was built to celebrate
Aksum's achievements. Still standing today, its size and elaborate
inscriptions make it an achievement in its own right. It has many
unique features:
• False doors, windows, and timber beams are carved into the stone.
• Typically, the top of the pillar is a rounded peak.
• The tallest stele was about 100 feet high. Of those steles left
standing, one is 60 feet tall and is among the largest structures in
the ancient world.
• The stone for the pillar was quarried and carved two to three miles
away and then brought to the site.
• Ezana dedicated one soaring stone pillar to the Christian God, "the
Lord of heaven, who in heaven and upon earth is mightier than
everything that exists."
SKILLBUILDER: Interpreting Visual Sources
Comparing How would constructing these pillars be similar to
constructing the pyramids in Egypt?
228 Chapter 8
The Fall of Aksum
Aksum’s cultural and technological achievements enabled it to last for 800 years.
The kingdom finally declined, however, under invaders who practiced the religion
called Islam (ihs*LAHM). Its founder was the prophet Muhammad; by his death in
632, his followers had conquered all of Arabia. In Chapter 10, you will learn more
about Islam and Muhammad. This territory included Aksum’s lands on the Arabian
coast of the Red Sea.
MAIN IDEA I
Recognizing
Effects
W How did the
Muslim conquest of
Africa affect the
kingdom of Aksum?
Islamic Invaders Between 632 and 750 Islamic invaders conquered vast territo-
ries in the Mediterranean world, spreading their religion as they went. (See the map
on page 26 1 .) Aksum protected Muhammad’s family and followers during their rise
to power. As a result, initially they did not invade Aksum’s territories on the African
coast of the Red Sea. Retaining control of that coastline enabled Aksum to remain
a trading power.
Before long, though, the invaders seized footholds on the African coast as well.
In 710 they destroyed Adulis. This conquest cut Aksum off from the major ports
along both the Red Sea and the Mediterranean. As a result, the kingdom declined
as an international trading power. But it was not only Aksum’s political power that
weakened. Its spiritual identity and environment were also endangered.
Aksum Isolated As the invaders spread Islam to the lands they conquered, Aksum
became isolated from other Christian settlements. To escape the advancing wave of
Islam, Aksum’s rulers moved their capital over the mountains into what is now
northern Ethiopia. Aksum’s new geographic isolation — along with depletion of the
forests and soil erosion — led to its decline as a world power. Dj
Although the kingdom of Aksum reached tremendous heights and left a lasting
legacy in its religion, architecture, and agriculture, it never expanded outside a
fairly small area. This is a pattern found in other cultures, both in Africa and around
the world. In the next chapter, you will study the pattern as it played out among the
native peoples of North and South America.
SECTION
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Aksum • Adulis • Ezana • terraces
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which of Aksum's achieve-
3. How did Aksum's location help
6. DRAWING CONCLUSIONS How did Aksum's location and
ments has continued into
make it a trade city?
interaction with other regions affect its development?
modern times?
4. Why did the people of Aksum
become Christians?
7. ANALYZING CAUSES Why did the kingdom of Aksum
decline?
Achievements
\ \3 S
5. Why did Aksum's leaders move
their capital?
8. EVALUATING DECISIONS What impact did Ezana's decision
to become a Christian have on the kingdom of Aksum?
9. WRITING ACTIVITY 1 POWER AND AUTHORITY | Write an
opinion paper on the following statement: The kingdom
of Aksum would have reached the same heights even if
Ezana had not become king.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY
Use the Internet to trace the beginnings of the Ethiopian dynasties
to the Aksum kings. Then create an Ethiopian dynasty family tree
showing the dynasty in power until late in the 20th century.
INTERNET KEYWORD
Ethiopian dynasty
African Civilizations 229
Chapter 5 Assessment
VISUAL SUMMARY
African Civilizations
1 . Diverse Societies in Africa
• Savanna and
Mediterranean
areas are most
hospitable.
• Nomadic lifestyles
are replaced
with settled life.
• Djenne-Djeno
becomes a major
trade center.
• Nok people develop
ironworking.
2. Migration
Environmental,
economic, or
political reasons
cause migration.
Push-pull factors
influence migration.
Bantu-speaker
migrations influence
most of Africa south
of the Sahara.
3. The Kingdom of Aksum
• Aksum is a major
trade center on
the Indian Ocean
trade routes.
• King Ezana converts
to Christianity.
• Islamic invaders
isolate Aksum.
TERMS & NAMES
Briefly explain the importance of each of the following to African civilizations
in the period from 1500 b.c. to a.d. 700.
1. Sahara 5. Djenne-Djeno
2 . animism 6 . push-pull factors
3. griot 7. Bantu-speaking peoples
4. Nok 8. Aksum
MAIN IDEAS
Diverse Societies in Africa Section 1 (pages 213-219)
9. How did geographic features affect the settlement of Africa?
10. What technology did the Nok introduce to West Africa?
11 . What circumstances enabled Djenne-Djeno to become a bustling
trade center?
Case Study: Migration Section 2 (pages 220-224)
12. What are three general causes of migration?
13. How are push-pull factors related to migration?
14. What caused the Bantu-speaking peoples to migrate?
15. Why were the migrations of Bantu speakers so extensive and
successful?
The Kingdom of Aksum Section 3 (pages 225-229)
16. Why was Aksum able to control international trade?
17. In what ways did Ezana contribute to the rise of his kingdom?
18. Why did Aksum fall?
CRITICAL THINKING
1. USING YOUR NOTES
| INTERACTION WITH ENVIRONMENT Use a
flow chart to trace the main events that
followed the development of agriculture
on the African savannas.
2. MAKING INFERENCES
How are the spread of ironmaking technology to east and south Africa and
the Bantu migrations related?
3. EVALUATING DECISIONS
| POWER AND AUTHORITY] What were some of Ezana's most crucial
leadership decisions?
4. FORMING OPINIONS
1 CULTURAL INTERACTION] Do you think cultural characteristics or personal
qualities determine how individuals act toward migrating people who settle
among them? Explain.
5. COMPARING AND CONTRASTING
What are some positive and negative effects of migration?
Development
of agriculture
230 Chapter 8
> STANDARDS-BASED ASSESSMENT
Use the quotation about trade goods coming to Aksum
and your knowledge of world history to answer questions
1 and 2.
Additional Test Practice pp. SI -S3
PRIMARY SOURCE
Small axes are imported, and adzes and swords; copper
drinking-cups, round and large; a little coin for those
coming to the market; wine of Laodicea [on the Syrian
coast] and Italy, not much; olive oil, not much; . . . there
are imported Indian cloth called monache [fine quality
cotton] and that called sagmotogene [probably tree
cotton].
Adapted from Travellers in Ethiopia edited by
RICHARD PANKHURST
1. According to this passage, trade goods came to Aksum from
which continents?
A. Africa, Asia, and South America
B. Asia and Europe
C. Europe and Africa
D. Africa, Asia, and Europe
2 . What reason might be cited for the importing of cotton cloth?
A. Cotton cloth was cheap and plentiful.
B. Cotton cloth was popular with Aksumites.
C. There was little or no cotton production in the country of
Aksum.
D. It is not possible to determine a reason from the passage.
Use the diagram and your knowledge of world history to
answer question 3.
Land Area of Africa
3. Based on the diagram above, what conclusions can you draw
about the land area of the continent of Africa?
A. It is the largest continent on Earth.
B. It is smaller than India.
C. It is smaller than Europe.
D. The Sahara is larger than the United States.
INTEGRATED TECHNOLOGY
TEST PRACTICE Go to classzone.com
• Diagnostic tests • Strategies
• Tutorials • Additional practice
ALTERNATIVE ASSESSMENT
1. Interact with History
On page 212, you considered the effects newcomers would
have on a community. Now that you've read the chapter and
learned about people's interactions with their environments and
with other cultures, how would you modify your answer?
Discuss your ideas with a small group.
2. f\\ WRITING ABOUT HISTORY
Look at the causes for migration shown in the chart on page
221 . Think about which of the causes might have an impact on
you personally. Write a paragraph describing a cause that
would force you to migrate to another part of the country or the
world. Be sure to identify either the push or pull factor that
might influence your decision. Consider the following:
• environmental conditions in the area in which you live
• economic or political factors that might have a direct effect
on your life
INTEGRATED TECHNOLOGY
Creating a Documentary Film Script
Create a documentary film script on a current African ethnic
group or country struggling to survive in its environment.
Consider the following:
• current locations of drought, desertification, or overuse of land
• how the people are trying to deal with the problem
• what actions are needed to prevent a recurrence of the
problem
• images, sounds, and interviews to tell the story
African Civilizations 231
CHAPTER
The Americas: A
Separate World,
40,000 B.C.-A.D. 700
Previewing Main Ideas
1 POWER AND AUTHORUYl The first civilizations in the Americas arose as
people came together to create more powerful and structured societies.
Geography What geographical feature do most of these early American
civilizations share?
CULTURAL INTERACTION! From their art to their technology, the early
Mesoamerican and South American civilizations influenced the better-known
empires that followed them.
Geography Why is it likely that the Nazca and Moche civilizations were
aware of each other?
[ INTERACTION WITH ENVIRONMENT! The Olmec in Mesoamerica took
advantage of their surroundings, while the groups in South America carved
societies out of rough terrain.
Geography How were geographic conditions different for the Olmec and
Chavm peoples?
INTEGRATED TECHNOLOGY
geEdition c i INTERNET RESOURCES
• Interactive Maps Go to classzone.com for:
• Interactive Visuals • Research Links • Maps
• Interactive Primary Sources • Internet Activities • Test Practice
• Primary Sources • Current Events
• Chapter Quiz
AlUICDir AC
1200 B.C.
1 0,000 B.c
7000 B.c.
Olmec civilization
Last Ice Age ends;
Agriculture
emerges in southeast
land bridge to Asia
begins in
Mexico, (figure of Olmec
disappears.
central Mexico.
wrestler or ball player) ►
232
^ k -
1200 B.c
< Egyptian Empire
begins to decline*
(Egyptian sphinx
and pyramid)
Gulf of Mexico
Peninsula '
San Lorenzo
Caribbean Sea
PACIFIC
OCEAN
CP Equate*
Galapagos Is,
□ Olmec, 1200-200 BC
0 Zapotec, 1Q00 B.G.-A O 700
□ Chawm, 900-200 B,C.
1 I Naze a, 200 BC.-A.D 600
I i Mo die, AD 100-700
* Center of Civilization
Chavin de Huai
1000 Kilometers
Robinson Projection
AD. 100 ^
Moche culture emerges. i s *-{
{Moche gold monkey
head bead)^
480 B.c
Golden Age of
Greece begins.
American Civilizations, 1200 b.c.- a.d. 700
200 B.c.
900 B.c.
500 B.c.
Nazca civilization
Chavfn culture
Zapotecs build
arises in
arises in Peru.
Monte Alban.
southern Peru.
202 8,c.
A.D. 120
jC: llli- n
Han Dynasty
Roman Empire
#' I
■ j J tit; 1
begins in China.
reaches its height
(marble bust of
Emperor Hadrian) ►
MM k ■
■J v 1
Other hunters close
in for the kill.
You are a hunter living in ancient North America. Along with several other
hunters, you have been tracking the mammoth for days. This giant beast is a
challenging prey. Close to 14 feet high at the shoulders, it can easily crush a
human. Its curved tusks, measuring more than 15 feet in length, are sharp and
therefore dangerous. Yet the rewards of killing the huge animal are worth the
risks for you, your fellow hunters, and your families.
Suddenly you spot the massive creature. Aside from spears, your only
weapons are some simple tools and your superior intelligence.
Should a hunter get too
close, the mammoth might
crush him under its large
feet, or stab him with its
deadly tusks.
What uses might hunters and their families make of
the slain mammoth?
What roles might strategy and cooperation play in
the hunt?
As a class, discuss these questions. In your discussion, consider how
this situation speaks to the difficulties of life in a hunter-gatherer
society. As you read about the growth of civilization in the
Americas, notice how the old hunting and gathering way of life
dramatically changed with the development of agriculture.
The hunter uses a spear-
throwing device to steady
the spear and extend the
length it travels. The device
gives the hunter greater
force and accuracy in hurling
his spear from a distance.
How can killing a mammoth
help you survive f
he Earliest Americans
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
POWER AND AUTHORITY The
cultures of the first Americans,
including social organization,
developed in ways similar to
other early cultures.
The Americas' first inhabitants
developed the basis for later
American civilizations.
• Beringia
• Ice Age
• maize
SETTING THE STAGE While civilizations were developing in Africa, Asia,
and Europe, they were also emerging in the Americas. Human settlement in the
Americas is relatively recent compared to that in other parts of the world.
However, it followed a similar pattern. At first the ancient people of the Americas
survived mainly by hunting. Over time, they developed farming methods that
ensured a more reliable supply of food. This in turn led to the growth of the first
civilizations in the Americas.
A Land Bridge
The American continents include North and South America. They are connected
and span two hemispheres, from the frigid Arctic Circle in the north to the icy
waters around Antarctica in the south. Although this land mass narrows greatly
around modern-day Panama, it stretches unbroken for about 9,000 miles. This
large and rugged land is isolated from the rest of the world by vast oceans. Yet,
thousands of years ago, the Americas were connected by a land bridge to Asia.
Most experts believe that some of the first people came to the Americas from
Asia over this land bridge. The land bridge is known as Bering ia. Other people
may have arrived by boat.
Peopling the Americas The first Americans arrived sometime toward the end
of the last Ice Ag e, which lasted from roughly 1.9 million to about 10,000 b.c.
Huge sheets of moving ice, called glaciers, spread southward from the Arctic
Circle. They covered large portions of North America. The buildup of glaciers
locked up huge amounts of the earth’s water. It lowered sea levels and created a
land corridor between Asia and Alaska across what is now the Bering Strait.
Herds of wild animals from Siberia, including the mammoth, migrated across
the plains of the Beringia land bridge. Gradually, Siberian hunters followed these
animals into North America. They most likely were unaware that they were enter-
ing a new continent. These migrants became the first Americans.
Thomas Canby, a writer for National Geographic magazine, spent a year with
archaeologists as they searched for ancient burial sites throughout the Americas.
From his experience, Canby described the type of world that might have greeted
these hunters and migrants as they entered the Americas:
TAKING NOTES
Analyzing Causes and
Recognizing Effects
Use a chart to list
causes and effects of
the development of
the Americas.
The Americas: A Separate World 235
PRIMARY SOURCE
What a wild world it was! To see it properly, we must board a time machine and
travel back into the Ice Age. The northern half of North America has vanished,
buried beneath ice sheets two miles thick. Stretching south to Kentucky, they
buckle the earth's crust with their weight. . . . Animals grow oversize. . . . Elephant-
eating jaguars stand tall as lions, beavers grow as big as bears, South American
sloths as tall as giraffes. With arctic cold pushing so far southward, walrus bask on
Virginia beaches, and musk-oxen graze from Maryland to California.
THOMAS CANBY, "The Search for the First Americans," National Geographic
No one knows for sure when the first Americans arrived. Some scholars contend
that the migration across the land bridge began as early as 40,000 B.c. Others argue
it occurred as late as 10,000 b.c. For years, many researchers have regarded the dis-
covery of spearheads dating back to 9500 b.c. near Clovis, New Mexico, to be the
earliest evidence of humankind in the Americas.
However, recent discoveries of possible pre-Clovis sites have challenged this
theory. One such discovery was made at Monte Verde, Chile, near the southern tip
of the Americas. Researchers there have found evidence of human life dating back
to 10,500 b.c. Underneath this site — a sandy bank near a creek — archaeologists
discovered pieces of animal hide and various tools. They also found a preserved
chunk of meat and a child’s single footprint. The evidence at Monte Verde suggests
that the first Americans arrived well before the Clovis era. To reach southern Chile
at such an early date, some experts believe, humans would have had to cross the
land bridge at least 20,000 years ago.
Most experts believe the earliest Americans traveled by foot across the land
bridge. However, some scholars think they also may have paddled from Asia to the
Pacific Coast in small boats. A skull discovered near Mexico City has recently
been dated to about 11,000 b.c., making it the oldest skull ever found in the
Americas. Some scientists studying the skull believe that it is related to the Ainu
people of Japan and that these descendants of the Ainu reached the Americas by
island-hopping on boats.
MAIN IDEA
Analyzing
Primary Sources
A; What might
account for the
abundance of ani-
mal life that Canby
describes?
Hunters and Gatherers
Questions remain about how and when the first Americans arrived. What appears
more certain — from the discovery of chiseled spearheads and charred bones at
ancient sites — is that the earliest Americans lived as hunters. Perhaps their most
challenging and rewarding prey was the mammoth. Weighing more than seven tons,
this animal provided meat, hide, and bones for food, clothing, shelters, and tools.
Following the Game Eventually, large animals like the mammoth were over-
hunted and became extinct. Hunters soon turned to smaller prey, such as deer and
rabbits, for their survival. They also fished and gathered edible plants and fruits.
Because they were hunters, the earliest Americans found it necessary to move reg-
ularly in search of food. Whenever they did settle in one place for a short time, pre-
historic Americans lived in caves or temporary shelters in the open air. B,
With the end of the Ice Age, around 12,000 to 10,000 years ago, came the end
of land travel across Beringia. As the great glaciers melted, sea levels rose. The
ancient land bridge disappeared under the Bering Strait. By this time, however,
humans inhabited most regions of the Americas. Wherever they roamed, from the
grassy plains of the modern-day United States to the steamy tropical forests of
Central America, the first Americans adapted to the variety of environments they
inhabited. In doing so, they carved out unique ways of life.
MAIN IDEA
Recognizing
Effects
6, How did the
earliest Americans
adapt to the loss of
large animals?
236 Chapter 9
ARCTIC OCEAN
Broken Mammoth, Alaska
11,800 b.c.
Travelers across Beringia might have
encountered landscapes such as this in Alaska.
Meadowcroft Rockshelter,
Pennsylvania
^OCIovis, New Mexii
. 9500 b.c.
At the Meadowcroft Rockshelter
site in Pennsylvania, pre-Clovis
blades have been found that date
back many thousands of years.
of Cancer
ATLANTIC
x OCEAN
0° Equator
Spearheads similar to these were first discovered
near Clovis, New Mexico, and later throughout
North America. Many of these artifacts date back to
around 9500 b.c.
PA CIFIC
OCEAN
Tropic of Capricorn
lonte Verde, Chile
f~l Glacier ice, 12,000 b.c.
n Beringia
Possible land migration routes
Possible water migration route
□ Fossil site
4,000 Kilometers
Recent findings at Monte Verde, Chile, have
provided evidence of human life in the Americas as
early as 10,500 b.c.
Migration Routes,
40 , 000 - 10,000 b.c.
INTERACTIVE
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Location What two continents does the Beringia land bridge connect?
2. Movement From where do scholars believe the first Americans came? How did they come?
237
Analyzing Artifacts
INTERACTIVE
About 4300 b.c
Mount Mazama
explodes
About 6000 b.c.
Other points, buried beneath a layer of volcanic ash,
are the oldest of all. They are about 8,000 years old.
The ash arrived in the Calgary area about 6,300 years
ago when Mount Mazama exploded. Deposits beneath
this ash are older than the eruption. The bones above
are the remains of a young bison butchered at the site.
A Bison Kill Site
The first hunters roaming North
America hunted mammoths, deer,
and bison. Researchers found the
bones of bison at a kill site near
Calgary, Alberta, in Canada. This
kill site is believed to have been
in use for more than 8,000 years.
Different layers of remains and
artifacts have been found at the
kill site, with different kinds of
points-spears, arrows, knives,
and so forth. The different styles
of points can tell archaeologists
about the age of a site and its
various layers. Weapons and tools
such as those shown here were
used to kill and butcher animals
for the hunters and their families
to consume.
SKILLBUILDER:
Interpreting Visual Sources
1. Drawing Conclusions What
resources besides food might
animals have provided to early
hunters and their families?
2. Making Inferences What might
have been the effect of the
weapons and tools of early
hunters on the big-game
animals of the Americas?
About A.D. 1
The Pelican Lake style points are
the youngest or most recent.
They are about 2,000 years old.
About 2500 b.c.
The McKean style
points are in the
middle range.
They are about
4,500 years old.
Agriculture Creates a New Way of Life
Gradually, the earliest Americans became more familiar with plant foods. They
began to experiment with simple methods of farming. Their efforts at planting and
harvesting led to agriculture. This dramatically changed their way of life.
The Development of Farming Around 7000 b.c., a revolution quietly began in
what is now central Mexico. There, people began to rely more on wild edible
plants, raising some of them from seeds. By 5000 b.c., many had begun to grow
these preferred plants. They included squashes, gourds, beans, avocados, and
chilies. By 3400 b.c., these early farmers grew maize , or corn. Maize soon became
the most important crop. This highly nourishing crop flourished in the tropical cli-
mate of Mexico. There, a family of three could raise enough corn in four months
to feed themselves for a long time.
Gradually, people settled in permanent villages in the Tehuacan (TAY*wuh*KAHN)
Valley, south of present-day Mexico City. These people raised corn and other crops.
The techniques of agriculture spread over North and South America. However, it is
believed that people in some areas, such as Peru and eastern North America, may
have discovered the secrets of cultivating local edible plants independently
238 Chapter 9
The Effects of Agriculture
Before Agriculture
After Agriculture
• People hunted or gathered what they
ate.
• Families continually moved in search
of big game.
• Groups remained small due to the
scarcity of reliable sources of food.
• Humans devoted much of their time to
obtaining food.
• People enjoyed a more reliable and
steady source of food.
• Families settled down and formed
larger communities.
• Humans concentrated on new skills:
arts and crafts, architecture, social
organization.
• Complex societies eventually arose.
SKILLBUILDER: Interpreting Charts
1 . Recognizing Effects How did life change after the development of agriculture?
2. Making Inferences How might the establishment of agriculture have helped humans to
develop new skills and interests?
M AHjMDE A
Making
Inferences
Q Why might the
development of
agriculture be char-
acterized by some
as a turning point
in human history?
Over the next several centuries, farming methods became more advanced. In
central Mexico native farmers created small islands in swamps and shallow lakes
by stacking layers of vegetation, dirt, and mud. They then planted crops on top of
the island soil. The surrounding water provided irrigation. These floating gardens
were very productive, yielding up to three harvests a year.
Farming Brings Great Change In the Americas, as in other regions of the world,
agriculture brought great and lasting change to people’s way of life. The cultivation
of corn and other crops provided a more reliable and expanding food supply. This
encouraged population growth and the establishment of large, settled communities.
As the population grew, and as farming became more efficient and productive,
more people turned their attention to nonagricultural pursuits. They developed spe-
cialized skills in arts and crafts, building trades, and other fields. Differences
between social classes — between rich and poor, ruler and subject — began to
emerge. With the development of agriculture, society became more complex. The
stage was set for the rise of more advanced civilizations. C,
L
SECTION
-Ql
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Beringia • Ice Age • maize
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which effect do you think had
the most significant impact on
the Americas? Explain.
Cause
Effect
A
A
Z.
Z.
3. How did human beings come
to the Americas?
4. How did humans get food
before the development of
farming?
5. What sorts of changes did
farming bring?
6 .
7.
8 .
9.
FORMING OPINIONS Why do you think early Americans,
isolated from the rest of the world, developed in ways
similar to other early humans?
HYPOTHESIZING What sailing routes might early humans
have traveled to the Americas?
COMPARING What sorts of problems might the earliest
Americans have encountered in their travels?
WRITING ACTIVITY I POWER AND AUTHORITY | What type of
person might hold power in a hunter-gatherer society? in
a settled, agricultural society? Support your opinions in a
two-paragraph essay.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY
Use the Internet to find information on early archaeological sites in
the Americas. Locate these sites on an outline map and show the
dates that scientists have assigned to these sites.
INTERNET KEYWORD
Clovis , Meadowcroft Rockshelter
The Americas: A Separate World 239
Early Mesoamerican Civilizations
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
CULTURAL INTERACTION The
Later American civilizations
• Mesoamerica
• Zapotec
Olmec created the Americas'
relied on the technology and
• Olmec
• Monte
first civilization, which in turn
achievements of earlier cultures
Alban
influenced later civilizations.
to make advances.
SETTING THE STAGE The story of developed civilizations in the Americas
begins in a region called Mesoamerica . (See map on opposite page.) This area
stretches south from central Mexico to northern Honduras. It was here, more
than 3,000 years ago, that the first complex societies in the Americas arose.
TAKING NOTES
Comparing Use a
Venn diagram to
compare Olmec and
Zapotec cultures.
The Olmec
Mesoamerica’s first known civilization builders were a people known as the
Olmec . They began carving out a society around 1200 b.c. in the jungles of south-
ern Mexico. The Olmec influenced neighboring groups, as well as the later civi-
lizations of the region. They often are called Mesoamerica’s “mother culture.”
The Rise of Olmec Civilization Around 1860, a worker clearing a field in the
hot coastal plain of southeastern Mexico uncovered an extraordinary stone sculp-
ture. It stood five feet tall and weighed an estimated eight tons. The sculpture
was of an enormous head, wearing a headpiece. (See History Through Art,
pages 244-245.) The head was carved in a strikingly realistic style, with thick
lips, a flat nose, and large oval eyes. Archaeologists had never seen anything like
it in the Americas.
This head, along with others that were discovered later, was a remnant of the
Olmec civilization. The Olmec emerged about 1200 b.c. and thrived from
approximately 800^100 b.c. They lived along the Gulf Coast of Mexico, in the
modern-day Mexican states of Veracruz and Tabasco.
Gulf Coast Geography On the surface, the Gulf Coast seemed an unlikely site
for a high culture to take root. The region was hot and humid and covered with
swamps and jungle. In some places, giant trees formed a thick cover that pre-
vented most sunlight from reaching the ground. Up to 100 inches of rain fell
every year. The rainfall swelled rivers and caused severe flooding.
However, the region also had certain advantages. There were abundant
deposits of salt and tar, as well as fine clay used in making pottery. There was
also wood and rubber from the rain forest. The hills to the north provided hard
stone from which the Olmec could make tools and monuments. The rivers that
laced the region provided a means of transport. Most important, the flood plains
of these rivers provided fertile land for farming.
240 Chapter 9
MAIN IDEA
Making
Inferences
A In what ways
did the Olmec's
environment help
in the creation of its
civilization?
MAIN IDEA
Hypothesizing
A What might
lead to the disap-
pearance of an
entire civilization?
The Olmec used their resources
to build thriving communities. The
oldest site, San Lorenzo, dates
back to around 1150 b.c. Here
archaeologists uncovered impor-
tant clues that offered a glimpse
into the Olmec world. A
Olmec Civilization, 900 b.c.
- Tropic of Cancer -
Olmec Society At San Lorenzo
archaeologists discovered earthen
mounds, courtyards, and pyra-
mids. Set among these earthworks
were large stone monuments. They
included columns, altars, and
more colossal, sculpted heads,
which may have represented par-
ticular Olmec rulers. These giant
monuments weigh as much as 44
tons. Some scholars think that
Olmec workers may have moved
these sculptures over land on
rolling logs to the river banks.
From there, they may have rafted
the monuments along waterways
to various sites.
To the east of San Lorenzo,
another significant Olmec site, La
Venta, rose around 900 b.c. Here,
researchers discovered a 100-foot-high
mound of earth and clay. This structure
may have served as the tomb of a great Olmec ruler. Known as the Great Pyramid,
the mound also may have been the center of the Olmec religion. Experts believe
the Olmec prayed to a variety of nature gods.
Most of all, they probably worshiped the jaguar spirit. Numerous Olmec sculp-
tures and carvings depict a half-human, half-jaguar creature. Some scholars believe
that the jaguar represented a powerful rain god. Others contend that there were sev-
eral jaguar gods, representing the earth, fertility, and maize.
Olmec homeland
Oaxaca Valley
Possible trade routes
Centers of Olmec civilization
Other Olmec sites
1 Limit of Mesoamerica
Yucatan
Peninsula
250 Miles
PACIr
OCEAN
500 Kilometers
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Movement Judging from the map , what was one way in which the
Olmec spread their influence?
2. Movement What difficulties might the Olmec have encountered in
developing their trade routes?
Trade and Commerce Archaeologists once believed that sites such as La Venta
were ceremonial centers where important rituals were performed but few people
lived. In recent years, however, experts have begun to revise that view. The Olmec
appear to have been a prosperous people who directed a large trading network
throughout Mesoamerica. Olmec goods traveled as far as Mexico City to the north
and Honduras to the south. In addition, raw materials — including iron ore and var-
ious stones — reached San Lorenzo from faraway regions. This trade network
helped boost the Olmec economy and spread Olmec influence.
Decline of the Olmec For reasons that are not fully understood, Olmec civiliza-
tion eventually collapsed. Scholars believe San Lorenzo was destroyed around
900 b.c. La Venta may have fallen sometime around 400 b.c. Some experts specu-
late that outside invaders caused the destruction. Others believe the Olmec may
have destroyed their own monuments upon the death of their rulers. By
The Americas: A Separate World 241
Zapotec Civilization Arises
By the time Olmec civilization had collapsed, another people — the Zapotec — were
developing an advanced society to the southwest, in what is now the Mexican state
of Oaxaca (wuh*HAH*kah). Though they showed traces of Olmec influence, the
Zapotec built a unique civilization.
Peoples of the Oaxaca Valley Oaxaca is a rugged region of mountains and val-
leys in southern Mexico. In the center of the state, three valleys meet to form a
large open area known as the Oaxaca Valley. This valley has fertile soil, a mild cli-
mate, and enough rainfall to support agriculture. As a result, various peoples have
made the Oaxaca Valley their home, including the ancient Zapotec.
For centuries the Zapotec lived in scattered villages throughout the valley. By
1000 b.c., however, one site — San Jose Mogote — was emerging as the main power
in the region. At this site, the Zapotec constructed stone platforms. They also built
temples and began work on monumental sculptures. By 500 b.c. they had devel-
oped early forms of writing and a calendar system.
The Zapotec Flourish at Monte Alban Around 500 b.c., Zapotec civilization took
a major leap forward. High atop a mountain at the center of the Oaxaca Valley, the
Zapotec built the first real urban center in the Americas, Monte Alban . This city,
with its commanding view of the entire valley, grew and prospered over the next
several centuries. By 200 b.c., Monte Alban was home to around 15,000 people.
The city eventually would reach a peak population of almost 25,000. C;
From a.d. 250 to a.d. 700, Monte Alban was truly impressive. At the heart of
the city was a giant plaza paved with stones. Towering pyramids, temples, and
M AIM IDEA
Comparing
How does
Monte Alban's pop-
ulation compare to
the populations of
today's major cities?
Global Patterns
Pyramids
A number of ancient peoples used pyramids for temples,
tombs, and observatories. The Egyptians built pyramids
as tombs. Their pyramids had smooth sides and came to
a point. In contrast, the pyramids built by the Zapotec at
Monte Alban (shown below) have stepped sides, with
flat tops that served as platforms for temples.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY Make a poster about
the different kinds of pyramids in Egypt and
Mesoamerica. Go to classzone.com for your
research.
242 Chapter 9
palaces, all made out of stone, surrounded this plaza. There was even an observa-
tory for observing the stars to establish a calendar. Nearby was a series of stone
carvings of corpses. Their facial features show an Olmec influence.
For more than a thousand years the Zapotec controlled the Oaxaca Valley and
the surrounding region. Sometime after a.d. 600, the Zapotec began to decline.
Some scholars believe they may have suffered a loss of trade or other economic dif-
ficulties. As with the Olmec, the fall of Zapotec civilization remains a puzzle.
The Early Mesoamericans' Legacy
Although both the Zapotec and Olmec civilizations eventually collapsed, each cul-
ture influenced the Mesoamerican civilizations that followed.
MATN IDEA
Forming Opinions
Bj What do you
consider to be the
Olmec's most
important contribu-
tions to later
cultures?
The Olmec Leave Their Mark The Olmec contributed much to later
Mesoamerican civilizations. They influenced the powerful Maya, who will be dis-
cussed in Chapter 16. Olmec art styles, especially the use of the jaguar motif, can
be seen in the pottery and sculpture of later peoples in the region. In addition,
future Mesoamerican societies copied the Olmec pattern of urban design.
The Olmec also left behind the notions of planned ceremonial centers, ritual ball
games, and an elite ruling class. And while there is no clear evidence that the
Olmec used a written language, their descendants or a related people carved out
stone symbols that may have influenced later glyph writing.
Zapotec Contributions The Zapotec left behind their own legacy. It included a
hieroglyphic writing system and a calendar system based on the movement of the
sun. In addition, the Zapotec are noted as the Americas’ first city builders. Monte
Alban combined ceremonial grandeur with residential living space. This style
influenced the development of future urban centers and became a hallmark of
Mesoamerican civilizations.
As the Zapotec and Olmec flourished and then declined, civilizations were also
taking shape in South America. Along the rough and mountainous terrain in what
is now Peru, ancient peoples came together. There, they created more advanced and
complex societies.
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Mesoamerica • Olmec • Zapotec • Monte Alban
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. What was one characteristic
3. Why did Olmec civilization
6. DRAWING CONCLUSIONS Why do you think the Olmec
unique to Olmec culture?
collapse?
are called Mesoamerica's "mother culture"?
4. What was the role of trade in
7. ANALYZING CAUSES What factors made the Oaxaca Valley
OIm&c
Olmec civilization?
a likely place for civilization to develop?
5. What were some important
8. COMPARING What were some similarities between the
both
Zapotec contributions to later
Olmec and Zapotec cultures?
2-a.pote.c
cultures?
9. WRITING ACTIVITY CULTURAL INTERACTION! As a trader
from a small Mesoamerican village, you have just
returned from your first visit to the Olmec site at La
Venta. Write a description of what you might tell your
family about the things you saw at the site.
CONNECT TO TODAY
DRAWING A MASK
What are some events or holidays in North America where participants wear masks? Draw a
picture of a jaguar mask that you would like to wear for such a festival.
The Americas: A Separate World 243
History through Art
Olmec Sculpture
INTEGRATED TECHNOLOGY
◄ Jaguar Figure
The Olmec created many carvings of beings that were part human, part
jaguar. Peter Furst, in "New Light on the Olmec" in National Geographic,
explains why: "You can almost call the Olmec the people of the jaguar.
In tropical America, jaguars were the shamans [medicine men] of the
animal world, the alter ego [other identity] of the shaman." Olmec jaguar
art greatly influenced later Mesoamerican cultures.
Around 1200 B.c., the Olmec civilization appeared in southeastern
Mexico. Over the next several hundred years, its culture spread into
the Valley of Mexico and into parts of Central America. The Olmec
are especially known for their huge sculptures of heads and their
small, finely crafted stone carvings. Much of their art reflects a
fascination with the jaguar.
RESEARCH LINKS For more on Olmec
art, go to classzone.com
Olmec Head ►
The Olmec Center at San
Lorenzo, Honduras, contains
several huge carved heads.
Some of them are 9 feet high
and weigh about 40 tons. The
heads may be portraits of
Olmec leaders or of players in
a sacred ball game. The stone
used for the sculptures came
from a site more than 250
miles away. The Olmec
transported this stone over
mountain ranges, rivers, and
swamps.
244
Connect to Today
1. Hypothesizing The Olmec probably
did not use the wheel. How do you
think the Olmec transported the
stone for the huge head sculptures?
See Skillbuilder Handbook, Page R15.
2. Comparing and Contrasting Mount
Rushmore in the United States also
shows giant stone heads of leaders.
Find out how it was made by using
an encyclopedia or the Internet. What
are similarities and differences
between the way Mount Rushmore
was made and the way the Olmec
heads were made?
245
▲ Olmec Altar
This Olmec altar has a carved figure at the base situated at
the mouth of a cave. This figure's elaborate headdress
shows that he is a ruler. The ruler holds a rope that winds
around the base of the altar and binds a carved figure at the
back. Scholars believe that the altar was used as a throne.
k Jade Figure
Many Olmec figurines, such as this
adult holding a baby, are made of this
beautiful blue-green stone, a fact that
puzzled scientists for decades because
they believed that no jade deposits
existed in the Americas. However, in
May 2002, a scientist discovered what
he believes to be an ancient Olmec
jade mine in Guatemala.
Early Civilizations
of the Andes
MAIN IDEA
INTERACTION WITH
ENVIRONMENT In the Andes
Mountains, various groups
created flourishing civilizations.
WHY IT MATTERS NOW
Like the early Andean
civilizations, people today must
adapt to their environment in
order to survive.
TER MS & NAMES |
• Chavin • Moche
• Nazca
SETTING THE STAGE While civilizations were emerging in Mesoamerica,
advanced societies were independently developing in South America. The early
cultures of South America arose in a difficult environment, the rugged terrain of
the Andes Mountains.
TAKING NOTES
Determining Main Ideas
Use a chart to record
important information
about early Andean
civilizations.
Culture.
Tim
Span
Location
Achi&ve-
mnts
Chavin
Naz-ca
troche
Societies Arise in the Andes
The Andes Mountains stretch about 4,500 miles down the western edge of South
America, from Colombia in the north to Chile in the south. After the Himalayas
in southern Asia, the Andes is the next highest mountain range in the world. The
Andes has a number of peaks over 20,000 feet in elevation. South America’s first
civilizations emerged in the northern Andes region, in Peru.
Settlements on the Coastal Plain Peru was a harsh place to develop a civi-
lization. The Andes are steep and rocky, with generally poor soil. Ice and snow
cover the highest elevations year-round. Overland travel often is difficult. The
climate is also severe: hot and dry during the day, and often freezing at night.
Between the mountains and the Pacific Ocean lies a narrow coastal plain.
Most of this plain is harsh desert where rain seldom falls. In some places, how-
ever, rivers cross the desert on their path from the mountains to the sea. It was in
these river valleys that the first settlements occurred.
Between 3600 and 2500 b.c., people began to establish villages along the
Pacific coast. These first inhabitants were hunter-gatherers who relied on
seafood and small game for their survival. Around 3000 b.c., these people began
to farm. By 1800 B.c., a number of thriving communities existed along the coast.
The Chavin Period The first influential civilization in South America arose not
on the coast, however, but in the mountains. This culture, known as the Chavin
(chah* *VEEN), flourished from around 900 b.c. to 200 b.c. Archaeologists named
the culture after a major ruin, Chavin de Huantar, in the northern highlands of
Peru. This site features pyramids, plazas, and massive earthen mounds.
Chavin culture spread quickly across much of northern and central Peru.
Archaeologists have found no evidence of political or economic organization
within the culture. Thus, they conclude that the Chavin were primarily a religious
civilization. Nevertheless, the spread of Chavin art styles and religious images —
as seen in stone carving, pottery, and textiles — shows the powerful influence of
246 Chapter 9
this culture. Ancient Peruvians may have visited Chavin tem-
ples to pay their respects. They then carried ideas back to their
communities. The Chavin are believed to have established cer-
tain patterns that helped unify Andean culture and lay the foun-
dation for later civilizations in Peru. Thus, like the Olmec in
Mesoamerica, the Chavin may have acted as a “mother culture”
in South America.
Other Andean Civilizations Flourish
MAIN IDEA
Contrasting
How did the
environment of the
Andes region differ
from that of much
of Mesoamerica?
Around the time Chavin culture declined, other civilizations
were emerging in Peru. First the Nazca and then the Moche
(MOFPchay) built societies that flourished in the Andes.
Nazca Achievements The Nazca culture flourished along the
southern coast of Peru from around 200 b.c. to a.d. 600. This
area is extremely dry. The Nazca developed extensive irrigation
systems, including underground canals, that allowed them to
farm the land. The Nazca are known for their beautiful textiles
and pottery. Both feature images of animals and mythological
beings. They are even more famous, however, for an extraordi-
nary but puzzling set of creations known as the Nazca Lines.
(See History in Depth on the next page.) ^
Moche Culture Meanwhile, on the northern coast of Peru,
another civilization was reaching great heights. This was the
Moche culture, which lasted from about a.d. 100 to a.d. 700.
History in Depth
Headhunters
The striking images on their pottery
indicate that the Nazca may have been
headhunters. In numerous ceramic
and textile designs, Nazca artisans
depict the taking of human heads,
probably from enemies in combat.
Shown above is a shrunken head.
Taking and displaying the head of an
enemy was considered a way of
increasing the strength and well-being
of a community.
I J
Tropic of Cancer
Gulfof
Mexico f
ATLANTIC
„ OCEAN
The region in
which the Olmec
arose included
lush forests.
Numerous rivers
in the region
provided fertile
farming land.
■ Chavin
□ Moche
■I Nazca
H Olmec
Caribbean Sea
The environment
of the Andes
region was harsh.
Its dry terrain
made farming
difficult, which the
Nazca overcame
through irrigation.
'tttazon
PA CIFIC
OCEAN
2,000 Kilometers
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Place Along what mountain range did the early South American civilizations arise?
2. Human-Environment Interaction What advantages did the Olmec have over the early
civilizations of the Andes?
Early Civilizations, 1200 b.c.-a.d. 700
247
History n Depth
Nazca Lines
Etched on the plains of southeastern Peru are more
than 1,000 drawings of animals, plants, humans, and
geometric shapes. Most of them are so large that
they can be recognized only from the air. Scientists
believe that the Nazca people made the drawings
between 200 b.c. and a.d. 600. Since the lines were
discovered in 1927, people have proposed many
theories about their purpose, including the following:
• The Nazca people worshiped mountain or sky gods
and created the drawings to please them.
• The lines indicated where surface water entered
the plain and marked elevated land between
ancient riverbeds.
• The lines are a huge map that marks the course of
underground aquifers, or water sources. (This is the
most recent theory.)
Durability of the Nazca Lines
This spider was created more than 1,000 years ago. It survived
because the region has little erosion. The plains are one of the
driest regions on earth with only 20 minutes of rain a year. Also,
the ground is flat and stony, so wind rarely carries away the soil.
Size of the Nazca Lines
Many of the Nazca drawings are huge. Some of the
wedges (below) are more than 2,500 feet long. The
hummingbird (right) is 165 feet long. The Nazca
people probably created small model drawings and
used math to reproduce them at such a vast scale.
Nazca Water Cult
Some scholars think the lines were linked to a Nazca water cult, or
religion. The straight lines may have led to ceremonial sites. The
animals may have been symbols. For example, according to
traditional beliefs, the hummingbird (above) represents the mountain
gods. The mountains were a main source of water.
— — — r —
>u
SKILLBUILDER: Interpreting Visual Sources
1 . Forming and Supporting Opinions Do you think the
purpose of the Nazca lines had something to do with
water? Why or why not ?
2. Evaluating Courses of Action What might be the next
step for researchers who wish to prove or disprove the
aquifer theory ? What are potential positive and
negative consequences of such an action ?
SKILLBUILDER: Interpreting Visual Sources
1 . Forming and Supporting Opinions Do you think the
purpose of the Nazca lines had something to do with
water? Why or why not?
2. Evaluating Courses of Action What might be the next
step for researchers who wish to prove or disprove the
aquifer theory? What are potential positive and
negative consequences of such an action?
The Moche took advantage of the rivers that flowed from the Andes Mountains.
They built impressive irrigation systems to water their wide range of crops, which
included corn, beans, potatoes, squash, and peanuts. According to Peruvian
archaeologist Walter Alva, the Moche enjoyed a variety of foods. These included
both fish and game:
PRIMARY SOURCE
The Moche enjoyed a diet rich in protein and probably better balanced than that of
many modern Peruvians. Fish from the nearby Pacific were eaten fresh or sun dried.
They ate Muscovy ducks and guinea pigs. To drink, there was potent chicha, a cloudy
beverage fermented from corn that had been ground and boiled. Deer, now rare, were
abundant. . . . Crayfish in irrigation ditches supplemented seafood from the coast.
WALTER ALVA, "Richest Unlooted Tomb of a Moche Lord," National Geographic
MAIN IDEA
Analyzing Issues
Bj How were
archaeologists able
to gain so much
information about
the Moche without
the help of a writ-
ten language?
Moche tombs uncovered in the recent past have revealed a civilization with
enormous wealth. Archaeologists have found beautiful jewelry crafted from gold,
silver, and semiprecious stones. The Moche were also brilliant ceramic artists.
They created pottery that depicted scenes from everyday life. Moche pots show
doctors healing patients, women weaving cloth, and musicians playing instru-
ments. They also show fierce soldiers armed with spears, leading enemy captives.
Although the Moche never developed a written language, their pottery provides a
wealth of detail about Moche life. B,
Nevertheless, many questions about the Moche remain. Experts still do not fully
understand Moche religious beliefs. Nor do they know why the Moche fell. Like
many early cultures of the Americas, the Moche remain something of a mystery
awaiting further archaeological discoveries.
Unlike the lands you will read about in the next chapter — which were unified by
the spread of Islam — the Americas would remain a patchwork of separate civiliza-
tions until the early 16th century. Around that time, as you will read in Chapter 20,
the Europeans would begin to arrive and bring dramatic and lasting changes to the
American continents.
SECTION
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Chavfn • Nazca • Moche
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. What achievements, if any, did
all three cultures share?
Explain.
Culture
Time
Span
Location
Achieve-
ments
Chavfn
Naz-ca
Moche
3. Why was Peru a difficult place
for a civilization to develop?
4. How was the Chavfn culture
like the Olmec culture?
5. How did the Nazca deal with
their dry environment?
6. HYPOTHESIZING Would the Chavfn culture have been
more influential if it had arisen along the Peruvian coast?
7. COMPARING In which civilization did religion seem to
play the most central role? Explain.
8. DRAWING CONCLUSIONS How did the Nazca and the
Moche adapt to their environment in order to build
flourishing societies? Give evidence.
9. WRITING ACTIVITY | INTERACTION WITH ENVIRONMENT! How
did the Nazca change their environment to make it
suitable for agriculture? Write an expository essay
explaining their methods.
CONNECT TO TODAY
MAKING A POSTER
Research recent findings on one of the three Andean cultures discussed in this section:
Chavfn, Nazca, or Moche. Then present your findings in a poster that will be displayed
in the classroom.
The Americas: A Separate World 249
Chapter 9 Assessment
TERMS & NAMES
For each term or name below, briefly explain its connection to
the early peoples and civilizations of the Americas.
1. Beringia 5. Monte Alban
2 . maize 6 . Chavin
3. Olmec 7. Nazca
4. Zapotec 8. Moche
MAIN IDEAS
The Earliest Americans Section 1 (pages 235-239)
9. How do scientists know the first Americans were hunters?
10. Why was corn an important crop to early peoples?
11 . What were the main differences between hunter-gatherer
societies and those based primarily on agriculture?
Early Mesoamerican Civilizations Section 2
(pages 240-245)
12. Where did the Olmec arise?
13. How did the Olmec's location contribute to the
development of their civilization?
14. How did the Olmec influence the Zapotec civilization?
15. How do archaeologists know that the Zapotec city of
Monte Alban was more than just a ceremonial center?
Early Civilizations of the Andes Section 3 (pages 246-249)
16. In what ways did the Chavin influence other peoples?
17. What do scholars believe the Nazca lines represent?
18. How did the Nazca and Moche develop rich farmland?
CRITICAL THINKING
1. USING YOUR NOTES
In a sequence diagram, show how the early Americans' way of
life developed through several stages.
2. SUMMARIZING
| INTERACTION WITH ENVIRONMENT! What environmental
challenges did the first Americans face?
3. SUPPORTING OPINIONS
Would you rather have lived in a hunting or farming society?
4. DRAWING CONCLUSIONS
[ POWER AND AUTHORITY | Why do you think the Olmec or
Zapotec civilizations might have declined?
5. MAKING INFERENCES
| CULTURAL INTERACTION] What geographic factors would have
made interactions between early Mesoamerican and Andean
civilizations difficult?
VISUAL SUMMARY
The Americas: A Separate World
The Earliest Americans
Hunted big game and later fished
and gathered berries and plants
Lived in small groups, as they had
to move continually in search of food
Eventually developed farming and
settled down into large communities
Developed various new skills, includ-
ing arts and crafts, architecture, and
social and political organization
Gradually forged more complex
societies
Early South American Societies
The Chavin
Established powerful religious
worship centers
Created influential artistic styles
The Nazca and Moche
Developed extensive irrigation
systems for farming
Crafted intricate ceramics and
textiles and other decorative art
Early Mesoamerican Societies
The Olmec
Designed and built pyramids,
plazas, and monumental sculptures
Developed ceremonial centers,
ritual ball games, and a ruling class
Directed a large trade network
throughout Mesoamerica
The Zapotec
Built a magnificent urban
center at Monte Alban
Developed early forms of
hieroglyphic writing and a
calendar system
250 Chapter 9
STANDARDS-BASED ASSESSMENT
Use the quotation and your knowledge of world history to
answer questions 1 and 2 about a Chavi'n shrine.
Additional Test Practice, pp. S1-S33
PRIMARY SOURCE
Its U-shaped temple opens east toward the nearby Mosna
River and the rising sun. The sacred precinct faces away from
the nearby prehistoric settlement, presenting a high, almost
menacing, wall to the outside world. The entire effect is one
of mystery and hidden power. . . . Worshippers entered the
sacred precincts by a roundabout route, passing along the
temple pyramid to the river, then up some low terraces that
led into the heart of the shrine. Here they found themselves
in a sacred landscape set against a backdrop of mountains.
Ahead of them lay the hidden place where the axis of the
world passed from the sky into the underworld, an oracle
famous for miles around.
BRIAN FAGAN, quoted in The Peru Reader
1. How might visitors have felt upon entering this shrine for the
first time?
A. amused
B. awestruck
C. arrogant
D. angry
2 . What effect might this shrine have had on the influence of the
Chavin culture in the region?
A. helped spread culture's influence
B. limited its influence
C. shrine had no effect on spread of culture
D. undermined importance of the culture
Use the map and your knowledge of world history to
answer question 3.
3. About how many miles apart by land do the early
Mesoamerican and Andean civilizations appear to be?
A. 1,500 C. 3,500
B. 2,500 D. 4,500
INTEGRATED TECHNOLOGY
TEST PRACTICE Go to classzone.com
• Diagnostic tests • Strategies
• Tutorials • Additional practice
ALTERNATIVE ASSESSMENT
1. Interact with History
On page 234 you examined how killing a mammoth would help
you survive and discussed the difficulties of living in a hunter-
gatherer society. Now that you have read the chapter, discuss why
the early Americans moved from a hunting to a farming existence.
In what ways was food gathering easier in an agricultural society?
2. §§ \ WRITING ABOUT HISTORY
Write a two-paragraph essay explaining why it might have taken
many years to travel from the land bridge in upper North
America to the southern tip of South America.
As you plan your essay, consider the following:
• means of transportation
• distances traveled
• nature of the terrain
INTEGRATED TECHNOLOGY
Writing a Documentary Film Script
Write a documentary film script on the spread of American
culture. Contrast the spread of culture today with the modes
of transmission among the earliest known inhabitants of the
Americas. Consider the role, then and now, of factors such as
climate change, war, trade, and technology. Provide a
definition of culture in your script, and include examples of
the following:
• ways in which culture was spread among the earliest
peoples of the Americas
• agents and barriers to the spread of culture
• the role of trade in spreading culture today
■ —
The Americas: A Separate World 251
UN'T . ....
Comparing & Contrasting Classical Ages
Lasting Achievements
A classical age usually has two important characteristics:
• The society reaches a high level of cultural achievement, with advances in
technology and science and the creation of impressive works of art.
• The society leaves a strong legacy for future ages, not only in the region
where it is located but also in other parts of the world.
In this feature, you will study similarities and differences among five classical
ages that you learned about in Unit 2.
Greece
Pericles, shown at left, led the city-state
of Athens during its golden age. The
ancient Greeks of Athens and other cities
created art, literature, philosophy, and
political institutions that have influenced
the world for thousands of years.
Greece
750-300 b.c.
Rome
500 b.c.-a.d 476
1200
B.C.
1000
300
Olmec
1200-400 B.c.
Olmec ►
Some scholars theorize
that the sculpture at
right shows the face of
an Olmec ruler. The
Olmec people left no
written records. Even
so, their civilization
influenced the art,
religion, architecture,
and political structure
of peoples who followed
them in Mesoamerica.
Han China ►
Liu Bang, shown at right,
seized control of China and
founded the Han Dynasty.
He and his successors ruled
a vast empire, which saw
the growth and spread of
Chinese culture. Even today,
many Chinese call
themselves "the people of
Han," a tribute to the lasting
cultural impact of this
period.
Han China
202 b.c.-a.d. 220
252 Unit 2 Comparing & Contrasting
Territory Controlled
by Classical Societies
400
200
A.D.
L,
NTSC
OCEAN
1,000 Mies
2,000 Kilometers
◄ Rome
The emperor Augustus, whose statue is shown at
left, ruled for about 40 years during Rome's 200-
year golden age. First a republic and then an
empire, Rome controlled the Mediterranean region
and a large part of Europe. Roman government,
law, society, art, literature, and language still
influence much of the world, as does the Christian
religion Rome eventually adopted.
Gupta India
Chandragupta II, shown
on this coin, was one of
the rulers of India's Gupta
Empire. They oversaw an
age of peace, prosperity,
and artistic creativity.
During this time,
Hinduism and Buddhism
took full form in India and
spread through trade to
other regions.
Comparing &
Contrasting
1. Which of these societies controlled
the most territory? the least? Explain
how the size of a society's territory
might affect its ability to leave a
legacy.
2 . Which classical ages had religion as
an important part of their legacy?
Why does religion have such an
impact on societies?
-/
253
Cultural Achievements
These five classical ages had impressive cultural achievements. Their
beliefs are still studied — and in some cases followed — today. Their art
and architecture are counted among the world’s treasures. Their
advances in science and technology paved the way for later discoveries.
Greece
I
Rome
I
Gupta India
Beliefs
• The Greeks worshiped many
gods who behaved in very
human ways.
• Rome adopted many of the
Greek gods, but usually changed
and added to them.
• Hinduism became a more
personal religion and gained
followers.
Art
Science and
Technology
Architecture
• Philosophers used reason to • Later, Rome adopted Christianity
understand the world. and helped spread it.
• Sculpture portrayed ideal beauty,
and at a later period, moved toward
realism— as shown by this Roman
copy of a later Greek statue.
• Scientists made advances in
astronomy and mathematics.
• Greek buildings show balance
and symmetry; columns and
pedestals were often used.
• Romans modeled sculpture after
Greek statues and developed
more realistic sculpture. They
also made beautiful mosaics.
• Engineers developed domes and
arches and built superb roads.
• Roman advances include domes
and arches, such as those in
the Colosseum.
• A more popular form of
Buddhism developed and spread.
• Gupta statues were of Hindu
gods and the Buddha, such as
this figure.
• Scholars made discoveries in
astronomy, mathematics,
and medicine.
• Hindu temples like this temple
of Vishnu at Deogarh began to
have pyramidal roofs.
254 Unit 2 Comparing & Contrasting
“ to the glory that was Greece
and the grandeur that was Rome”
Han China
Olmec
• The Han adopted the ethical • The Olmec worshiped a
system of Confucius as the basis jaguar spirit,
for government. . Th e y ^ u j| t re |jgj 0 us centers
with pyramids.
• The Han invented paper, various • The Olmec moved heavy stone
farming tools, and watermills. for monuments without use
of the wheel.
SKILLBUILDER: Interpreting Charts
1 . Drawing Conclusions Which of the art pieces shown here are religious
in subject and which are not ?
2. Contrasting How were the beliefs of Han China different from the other
societies that had classical ages?
• Han buildings were wooden
and none survive. This ceramic
model of a three-story wooden
tower shows Han styles.
• This step pyramid at the Zapotec
site in Monte Alban reflects
Olmec architectural influence.
• The Han made intricate • The Olmec carved giant stone
bronzes like this figure of a heads and small figurines like
galloping horse. this ceremonial object.
Edgar Allan Poe, from “To Helen”
“The inhabitants [of the Gupta
Empire] are rich and prosperous,
and vie with one another in the
practice of benevolence and
righteousness.”
Fa Xian, from The Travels of Fa Xian
Comparing &
Contrasting
1. Which of the societies seemed to be
more interested in mathematical and
scientific theories? Which seemed to
be more interested in practical
technology?
2. What functions did monumental
buildings fill for these societies?
Explain whether the functions were
similar or different.
255
Classical Ages
- :
Legacy of Classical Ages
The societies of the classical ages lasted for many centuries. In the
end, though, they faded from the world scene. Still, some of their
achievements have had an enduring impact on later societies.
Architecture
The Smolny Institute (below left) built in the early 1 800s in St. Petersburg,
Russia, reflects Greek and Roman architectural ideas. A modern hotel in
South Africa (below right) recalls Olmec style.
DOCUMENT-BASED QUESTION
Compare these buildings to the Greek , Roman , and Olmec structures on pages
254-255. What similarities do you see?
Religion
Buddhism and Roman Catholicism are still widely practiced today, with
millions of followers in countries far from the lands where the religions
originated. The Buddhist monks (below left) are praying in Seoul, South
Korea. Pope John Paul II (below right), head of the Catholic Church, greets
nuns and other believers who visit Rome from around the world.
DOCUMENT-BASED QUESTION
What similarity do you see in the religious legacies of Rome and Gupta India?
_
256 Unit 2 Comparing & Contrasting
Government
The classical ages studied in Unit 2 laid foundations for government
that influenced later times — even today. Read about three examples of
their contributions.
PRIMARY SOURCE
INTERACTIVE
Pericles
In a famous speech known as the Funeral Oration, the Athenian
leader Pericles described the advantages of democracy.
[Our government] favors the many instead of the few; this is why it
is called a democracy. If we look to the laws, they afford equal
justice to all; ... if no social standing, advancement in public life
falls to reputation for capacity [ability], class considerations not being
allowed to interfere with merit; nor again does poverty bar the way,
if a man is able to serve the state, he is not hindered by the
obscurity of his condition.
DOCUMENT-BASED QUESTION
According to Pericles , what values did Athens stand for?
SECONDARY SOURCE
INTERACTIVE
Rhoads Murphey
In this passage from A History of Asia, historian Rhoads
Murphey examines the lasting impact of the government of
Han China.
SECONDARY SOURCE
INTERACTIVE
Henry C. Boren
In this excerpt from his book Roman
Society, historian Henry C. Boren
discusses the permanent legacy of
Roman law.
The most imitated and studied code of
law in history is the formulation by a
group of lawyers . . . under the eastern
Roman emperor Justinian. . . . This
code served as a model for many of
the nations of western Europe in the
modern age and also for South Africa,
Japan, and portions of Canada and the
United States. Indirectly the principles
of the Roman law, though perhaps
not the procedures, have also strongly
affected the development of the
Anglo-Saxon common law, which is
the basis of the legal systems in
most English-speaking nations.
DOCUMENT-BASED QUESTION
According to this historian , how has
Roman law affected the world?
Confucianism was more firmly established as the official
orthodoxy and state ideology, and the famous Chinese
imperial civil service system recruited men of
talent, schooled in classical Confucian
learning, to hold office through competitive
examination regardless of their birth. ... In
China, the original Han ideal endured through
the rise and fall of successive dynasties and,
with all its imperfections, built a long and
proud tradition of power combined with
service that is still very much alive in China.
DOCUMENT-BASED QUESTION
Comparing & Contrasting
1. How did the idea of merit play a part in the governments of
both Athens and Han China?
2. How is the U.S. government similar to each of the governments
described in the excerpts?
What qualities of Han government still
influence China today?
3. What were some of the different forces that spread the ideas of
these classical ages to many regions of the world?
EXTENSION ACTIVITY
Another Mesoamerican society that had a classical age was the
Maya, which you will study in Chapter 16. Read about the
Classic Age of the Maya either in this textbook or an
encyclopedia. Then create a chart or a poster listing Maya
beliefs and their achievements in the arts, science, technology,
and architecture.
257
JNIT
An Age of Exchange
i
3
and Encounter
500-1 500 _
JLi
— M
Q
W 1 l4Ti v>
■JFV
IV
■;
m *
1
" * * I
*
3f
-V.vT^v
•• V.v* *M*
s i-iii.
f
!
.j™®*
1
%'■ ra
> V
■n.^i
M % * L -
■4ffclt*AWI»
1,'ro^y'
Trade Networks
In Unit 3, you will learn how trade began to connect regions of the
world and how it made the exchange of goods and ideas easier. At
the end of the unit, you will have a chance to compare and contrast
five different trade networks. (See pages 430-435.)
Venice at the time of Marco Polo
was a vibrant, bustling city. This
depiction of the city comes from
the Romance of Alexander, a
14th-century illuminated manu-
script that included a French
account of Polo's travels.
Comparing & Contrasting
CHAPTER
10
The Muslim World l
600-1250
Previewing Main Ideas
I RELIGIOUS AND ETHICAL SYSTEMS I Islam, a monotheistic religion begun
by Muhammad, developed during the 600s. Its followers, called Muslims,
spread Islam through Southwest and Central Asia, parts of Africa, and Europe.
Geography Study the time line and the map. What were some of the major
cities of the Muslim world? Locate them on the map.
| EMPIRE BUILDINGl The leaders following Muhammad built a huge empire
that by a.d. 750 included millions of people from diverse ethnic, language,
and religious groups.
Geography How did the location of the Arabian Peninsula— the origin of
the Muslim world— promote empire building?
| CULTURAL INTERACTION | Tolerance of conquered peoples and an
emphasis on learning helped to blend the cultural traits of people under
Muslim rule.
Geography How far might cultural interaction have spread if the Muslims
had won a key battle at Tours in 732?
INTEGRATED TECHNOLOGY
1
eEdition
1 INTERNET RESOURCES
• Interactive Maps
Go to classzone.com for:
• Interactive Visuals
• Research Links
• Maps
• Interactive Primary Sources
• Internet Activities
• Test Practice
• Primary Sources
• Chapter Quiz
• Current Events
MUSLIM
WORLD
630
Muhammad returns
to Mecca after making
the Hijrah to Medina.
732
-d Charles Martel
defeats the
Muslims at Tours.
800 s
Al-Khwarizmi
writes the first
algebra textbook.
WORLD
c*
800
850
◄ Pope crowns Charlemagne
Chinese
p (shown) emperor of the Romans.
invent
gunpowder
260
HOLY
ROMAN
EMPIRE
A TLA NT/C <
OCEAN
FRANCE
/ Black Se,
^Constantinople
Sardinia
Sea
PERSIA
ARABIAN
PENINSULA
Arabian
Sea
INDIAN
OCEAN
fP Equator
Ml Muslim lands at the death of
Abu Bakr,&34
1 Lands conquered by Muslims
under first four caliphs by 661
I f Lands conquered by Muslims
by 750
Extent of Muslim influence, 1200
1000 Kilometers
Winfcel II Ero;Bcljon
1000s
<4 Muslim scholars, who pre-
served Greek medical works,
share them with Europeans.
iioos
Muslim literature
flourishes.
960
T054
Song Dynasty
Christian
is established
Church
in China.
divides.
* —
iA 1209
-4 Genghis Khan begins
Mongol conquest.
A
How does a culture
bloom in the desert ?
In 642, Alexandria and the rest of Egypt fell
to the Muslim army. Alexandria had been part of
the Byzantine Empire. By 646, however, the city
was firmly under Muslim rule.
You are a Muslim trader from Mecca.
You admire Alexandria (shown below), with its
cultural blend of ancient Egypt, Greece, and Rome.
Now, as Islam spreads, the Muslim Empire is
borrowing from conquered cultures and enriching
its desert culture. As you look around Alexandria,
you consider the cultural elements you might bring
to your desert home in Mecca.
The Pharos, the great
lighthouse of Alexandria, is
said by some scholars to
have inspired the minaret,
the tower from which
Muslims are called to prayer.
Because the Christian Church
believed ancient Greek texts were not
religious, these books lay neglected
in Alexandrian libraries. Muslim
scholars, however, would revive the
Greek ideas and advance them.
The port of Alexandria thrived
for many centuries. As a
Muslim trader, you will bring
your goods to Alexandria. You
will also bring your language,
your holy book, and your faith.
For the desert-dwelling
Arab, water was scarce—
and sacred. Fountains in
Alexandria would have
seemed a great gift.
• What cultural elements of Alexandria do you want to
adopt? What elements won't you accept?
• How might the desert affect a culture's architectural style?
As a class, discuss which cultural element in Alexandria you think
will be the most useful in the Muslim world. As you read this
chapter, find out how the Muslim Empire adopted and adapted new
ideas and developed a unique culture.
Interact
with
History
he Rise of Islam
MAIN IDEA
RELIGIOUS AND ETHICAL
SYSTEMS Muhammad unified
the Arab people both politically
and through the religion of Islam.
WHY IT MATTERS NOW
As the world's fastest-growing
major religion, Islam has a
strong impact on the lives of
millions today.
TERMS & NAMES
• Allah
• mosque
• Muhammad
• hajj
• Islam
• Qur'an
• Muslim
• Sunna
• Hijrah
• shari'a
SETTING THE STAGE The cultures of the Arabian Peninsula were in constant
contact with one another for centuries. Southwest Asia (often referred to as the
Middle East) was a bridge between Africa, Asia, and Europe, where goods were
traded and new ideas were shared. One set of shared ideas would become a pow-
erful force for change in the world — the religion of Islam.
Deserts, Towns, and Trade Routes
The Arabian Peninsula is a crossroads of three continents — Africa, Europe, and
Asia. At its longest and widest points, the peninsula is about 1,200 miles from
north to south and 1,300 miles from east to west. Only a tiny strip of fertile land
in south Arabia and Oman and a few oases can support agriculture. The remain-
der of the land is desert, which in the past was inhabited by nomadic Arab herders.
Desert and Town Life On this desert, the Arab nomads, called Bedouins
(BEHD*oo*ihnz), were organized into tribes and groups called clans. These clans
provided security and support for a life made difficult by the extreme conditions
of the desert. The Bedouin ideals of courage and loyalty to family, along with
their warrior skills, would become part of the Islamic way of life.
The areas with more fertile soil and the larger oases had enough water to sup-
port farming communities. By the early 600s, many Arabs had chosen to settle
in an oasis or in a market town. Larger towns near the western coast of Arabia
became market towns for local, regional, and long-distance trade goods.
Crossroads of Trade and Ideas By the early 600s, trade routes connected
Arabia to the major ocean and land trade routes, as you can see on the map on the
next page. Trade routes through Arabia ran from the extreme south of the penin-
sula to the Byzantine and Sassanid (Persian) empires to the north. Merchants from
these two empires moved along the caravan routes, trading for goods from the Silk
Roads of the east. They transported spices and incense from Yemen and other
products to the west. They also carried information and ideas from the world out-
side Arabia.
TAKING NOTES
Synthesizing Use a
diagram to list important
aspects of Islam.
Mecca During certain holy months, caravans stopped in Mecca, a city in west-
ern Arabia. They brought religious pilgrims who came to worship at an ancient
shrine in the city called the Ka’aba (KAEPbuh). The Arabs associated this house
The Muslim World 263
Black Sea
Constantinopl
Caspian
Sea
Nishapur
To the
Silk Roads
Palmyra *Mosul
To Spain
Mediterranean Sea
Damasci
Jerusalei
Alexandria
ARABIA
YEMEN
Trade Routes, a.d. 570
500 Miles
1,000 Kilometers
To India
PERSIA
EGYPT
Siraf
Trade Goods
Brought to Arabia
spices
incense
perfumes
precious metals
ivory
silk
Land route
Sea route
4 - Hijrah
O Byzantine Empire
E3 Sassanid Empire
Arabian
Sea
To East
Africa
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1. Location Why is Arabia's location a good one for trade?
2. Movement Why was the location of Mecca ideal for the spread of ideas?
of worship with Abraham, a Hebrew prophet and a believer in one God. Over the
years, they had introduced the worship of many gods and spirits to the place. The
Ka’aba contained over 360 idols brought by many tribes.
The concept of belief in one God, called Allah (AL*uh) in Arabic, was known on
the Arabian Peninsula. Many Christians and Jews lived there and practiced
monotheism. Into this mixed religious environment of Mecca, around a.d. 570,
Muhammad was born.
The Prophet Muhammad
Muhammad (mu*HAM*id) was born into the clan of a powerful Meccan family.
Orphaned at the age of six, Muhammad was raised by his grandfather and uncle.
He received little schooling and began working in the caravan trade as a very
young man. At the age of 25, Muhammad became a trader and business manager
for Khadijah (kah*DEE*juh), a wealthy businesswoman of about 40. Later,
Muhammad and Khadijah married. Theirs was both a good marriage and a good
business partnership.
Revelations Muhammad took great interest in religion and often spent time alone
in prayer and meditation. At about the age of 40, Muhammad’s life was changed
overnight when a voice called to him while he meditated in a cave outside Mecca.
According to Muslim belief, the voice was that of the angel Gabriel, who told
264 Chapter 10
Muhammad that he was a messenger of Allah. “What shall I proclaim?” asked
Muhammad. The voice answered:
MAIN IDEA
Analyzing
Primary Sources
What kind of
teaching does the
phrase "the use of
the pen" refer to?
PRI MARY SOU RCE A,
Proclaim! In the name of thy Lord and Cherisher, who created man out of a (mere) clot
of congealed blood. Proclaim! And thy Lord is most bountiful. He who taught (the use
of) the pen taught man that which he knew not.
QUR'AN, sura 96:1-5
Returning to Mecca In 630, the Prophet
and 10,000 of his followers marched to the
outskirts of Mecca. Facing sure defeat,
Mecca’s leaders surrendered. The Prophet
entered the city in triumph. He destroyed
the idols in the Ka’aba and had the call to
prayer made from its roof.
Most Meccans pledged their loyalty
to Muhammad, and many converted to
Islam. By doing so, they joined the
umma, or Muslim religious community.
Muhammad died two years later, at
about the age of 62. However, he had
taken great strides toward unifying the
entire Arabian Peninsula under Islam.
After much soul-searching, Muhammad came to believe that the Lord who spoke
to him through Gabriel was Allah. Muhammad became convinced that he was the last
of the prophets. He began to teach that Allah was the one and only God and that all
other gods must be abandoned. People who agreed to this basic principle of Islam
were called Muslims. In Arabic, Islam (ihs*LAHM) means “submission to the will
of Allah.” Muslim (MUHZdihm) means “one who has submitted.” Muhammad’s
wife, Khadijah, and several close friends and relatives were his first followers.
By 613, Muhammad had begun to preach publicly in Mecca, but he met with
some hostility. Many Meccans believed his revolutionary ideas would lead to
neglect of the traditional Arab gods. They feared that Mecca would lose its posi-
tion as a pilgrimage center if people accepted Muhammad’s monotheistic beliefs.
The Hijrah After some of his followers had been attacked, Muhammad decided to
leave Mecca in 622. Following a small band of supporters he sent ahead,
Muhammad moved to the town of Yathrib, over 200 miles to the north of Mecca.
This migration became known as the Hijrah (HIHJ*ruh). The Hijrah to Yathrib
marked a turning point for Muhammad. He attracted many devoted followers. Later,
Yathrib was renamed Medina.
In Medina, Muhammad displayed
impressive leadership skills. He fash-
ioned an agreement that joined his own
people with the Arabs and Jews of
Medina as a single community. These
groups accepted Muhammad as a politi-
cal leader. As a religious leader, he drew
many more converts who found his mes-
sage appealing. Finally, Muhammad also
became a military leader in the growing
hostilities between Mecca and Medina.
▼ The Abyssinian
army set out to
destroy the
Ka'aba. Their
elephants,
however,
refused
to attack.
The Muslim World 265
Analyzing Architecture
The Dome of the Rock
The Dome of the Rock, located in Jerusalem, is the earliest surviving
Islamic monument. It was completed in 691 and is part of a larger com-
plex, which is the third most holy place in Islam. It is situated on Mount
Moriah, the site of the Jewish temple destroyed by Romans in a.d. 70.
The rock on the site (see photograph below, left) is the spot from
which Muslims say Muhammad ascended to heaven to learn of Allah’s
will. With Allah’s blessing, Muhammad returned to earth to bring God’s
message to all people. Jews identify the same rock as the site where
Abraham was prepared to sacrifice his son Isaac.
▼ This interior view shows the point at
which the dome meets the circular
walls, or drum. The dome is about 100
feet tall and 60 feet in diameter. It is
supported by 16 pillars and columns.
The drum is covered with colored glass
mosaics that date back to the 7th
century. The dome was redecorated
later.
SKILLBUILDER: Interpreting Visual Sources
1. Making Inferences If you knew nothing about this building, what elements of the building
might give you the impression that it is a religious structure?
2. Comparing and Contrasting How is the Dome of the Rock similar to or different from other
religious buildings you have seen?
W
Beliefs and Practices of Islam
The main teaching of Islam is that there is only one God, Allah. All other beliefs
and practices follow from this teaching. Islam teaches that there is good and evil,
and that each individual is responsible for the actions of his or her life.
The Five Pillars To be a Muslim, all believers have to carry out five duties. These
duties are known as the Five Pillars of Islam.
• Faith To become a Muslim, a person has to testify to the following
statement of faith: “There is no God but Allah, and Muhammad is the
Messenger of Allah.” This simple statement is heard again and again in
Islamic rituals and in Muslim daily life.
• Prayer Five times a day, Muslims face toward Mecca to pray. They may
assemble at a mosque (mahsk), an Islamic house of worship, or wherever
they find themselves.
• Alms Muhammad taught that all Muslims have a responsibility to support
the less fortunate. Muslims meet that social responsibility by giving alms,
or money for the poor, through a special religious tax.
• Fasting During the Islamic holy month of Ramadan, Muslims fast
between dawn and sunset. A simple meal is eaten at the end of the day.
Fasting serves to remind Muslims that their spiritual needs are greater
than their physical needs.
• Pilgrimage All Muslims who are physically and financially able perform
the hajj (haj), or pilgrimage to Mecca, at least once. Pilgrims wear identical
garments so that all stand as equals before Allah.
A Way of Life Carrying out the Five Pillars of Islam ensures that Muslims live
their religion while serving in their community. Along with the Five Pillars, there
are other customs, morals, and laws for Islamic society that affect Muslims’ daily
lives. Believers are forbidden to eat pork or to drink intoxicating beverages. Friday
afternoons are set aside for communal worship. Unlike many other religions, Islam
has no priests or central religious authority. Every Muslim is expected to worship
Allah directly. Islam does, however, have a scholar class called the ulama. The
ulama includes religious teachers who apply the words and deeds of Muhammad
to everyday life.
Sources of Authority The original source of authority for Muslims is Allah.
According to Islamic belief, Allah expressed his will through the angel Gabriel, who
revealed it to Muhammad. While
Muhammad lived, his followers
memorized and recited the revela-
tions he received from Gabriel.
Soon after the Prophet’s death, it
was suggested that the revelations
be collected in a book. This book is
the Qur'an (kuh*RAN), the holy
book of the Muslims.
The Qur’an is written in
Arabic, and Muslims consider
only the Arabic version to be the
true word of Allah. Only Arabic
can be used in worship. Wherever
Muslims carried the Qur’an,
Arabic became the language of
worshipers and scholars. Thus, the
▼ Artists
decorate the
Qur'an as a
holy act. The
geometric
design often
repeats to show
the infinite
quality of Allah.
Muslim Prayer
Five times a day— dawn, noon, mid-
afternoon, sunset, and evening—
Muslims face toward Mecca to pray.
Worshipers are called to prayer by a
muezzin. The call to prayer sometimes
is given from a minaret and even over
public address systems or the radio in
large cities.
Because they believe that standing
before Allah places them on holy
ground, Muslims perform a ritual
cleansing before praying. They also
remove their shoes.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY Create a chart in
which you identify and explain the
meaning of Muslim prayer rituals. Go to
classzone.com for your research.
Arabic language helped unite conquered peoples as
Muslim control expanded.
Muslims believe that Muhammad’s mission as a
prophet was to receive the Qur’an and to demonstrate
how to apply it in life. To them, the Sunna (SOON*uh),
or Muhammad’s example, is the best model for proper
living. The guidance of the Qur’an and Sunna was assem-
bled in a body of law known as shari'a (shah*REE*ah).
This system of law regulates the family life, moral con-
duct, and business and community life of Muslims. §,
Links to Judaism and Christianity To Muslims, Allah
is the same God that is worshiped in Christianity and
Judaism. However, Muslims view Jesus as a prophet, not
as the Son of God. They regard the Qur’an as the word of
Allah as revealed to Muhammad, in the same way that
Jews and Christians believe the Torah and the Gospels
were revealed to Moses and the New Testament writers.
Muslims believe that the Qur’an perfects the earlier reve-
lations. To them, it is the final book, and Muhammad was
the final prophet. All three religions believe in heaven and
hell and a day of judgment. The Muslims trace their
ancestry to Abraham, as do the Jews and Christians.
Muslims refer to Christians and Jews as “people of the
book” because each religion has a holy book with teach-
ings similar to those of the Qur’an. Shari’a law requires
Muslim leaders to extend religious tolerance to
Christians and Jews. A huge Muslim empire, as you will
learn in Section 2, grew to include people of many dif-
ferent cultures and religions.
Ni AIN IDEA
Clarifying
What are the
sources of authority
for Muslims?
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Allah • Muhammad • Islam • Muslim • Hijrah • mosque • hajj
• Qur'an
• Sunna • shari'a
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. What event in the life of
3. Why was Mecca an important
6. RECOGNIZING EFFECTS How did the beliefs and practices
Muhammad signaled the
city in western Arabia?
of Islam create unity and strength among Muslims in the
beginning of Islam?
4. What are the Five Pillars of
600s?
Islam?
7. COMPARING In what ways are the teachings of the
1
5. Why did Muslims consider
Muslims similar to those of Christians and Jews?
Events in
beliefs of
Christians and Jews "people of
8. DRAWING CONCLUSIONS How did Islam help spread
the life of
Islam
the book"?
Arabic culture?
Muhammad
9. WRITING ACTIVITY | RELIGIOUS AND ETHICAL SYSTEMS |
Sources of
Write a letter to Muhammad, describing his legacy and
authority
that of Islam today.
CONNECT TO TODAY
PREPARING AN ORAL REPORT
Today, tensions run high between Muslims and Jews in the Middle East. Research to find out
the causes of this tension. Present your findings in an oral report.
268 Chapter 10
/
Islam Expands
MAIN IDEA 1 WHY IT MATTERS NOW | TERMS & NAMES
EMPIRE BUILDING In spite of
internal conflicts, the Muslims
created a huge empire that
included lands on three
continents.
Muslims' influence on three
continents produced cultural
blending that has continued
into the modern world.
caliph • Sufi
Umayyads • Abbasids
Shi'a • al-Andalus
Sunni • Fatimid
SETTING THE STAGE When Muhammad died in 632, the community faced a
crisis. Muslims, inspired by the message of Allah, believed they had a duty to
carry his word to the world. However, they lacked a clear way to choose a new
leader. Eventually, the issue of leadership would divide the Muslim world.
Muhammad's Successors Spread Islam
Muhammad had not named a successor or instructed his followers how to choose
one. Relying on ancient tribal custom, the Muslim community elected as their
leader Abu-Bakr, a loyal friend of Muhammad. In 632, Abu-Bakr became the
first caliph (KAY»lihf), a title that means “successor” or “deputy.”
"Rightly Guided" Caliphs Abu-Bakr and the next three elected caliphs — Umar,
Uthman, and Ali — all had known Muhammad. They used the Qur’an and
Muhammad’s actions as guides to leadership. For this, they are known as the
“rightly guided” caliphs. Their rule was called a caliphate (KAY«lih*FAYT).
Abu-Bakr had promised the Muslim community he would uphold what
Muhammad stood for. Shortly after the Prophet’s death, some tribes on the
Arabian Peninsula abandoned Islam. Others refused to pay taxes, and a few indi-
viduals even declared themselves prophets. For the sake of Islam, Abu-Bakr
invoked jihad. The word jihad means “striving” and can refer to the inner strug-
gle against evil. However, the word is also used in the Qur’an to mean an armed
struggle against unbelievers. For the next two years, Abu-Bakr applied this
meaning of jihad to encourage and justify the expansion of Islam.
When Abu-Bakr died in 634, the Muslim state controlled all of Arabia. Under
Umar, the second caliph, Muslim armies conquered Syria and lower Egypt,
which were part of the Byzantine Empire. They also took parts of the Sassanid
Empire. The next two caliphs, Uthman and Ali, continued to expand Muslim ter-
ritory. By 750, the Muslim Empire stretched 6,000 miles from the Atlantic Ocean
to the Indus River. (See the map on page 261.)
TAKING NOTES
Summarizing Use a table
to summarize develop-
ments that occurred in
Islam during each ruler's
period in power.
Rulers
Period
of Rule
Developments
in Islam
Rightly
guided
caliphs
Umayyads
Abbasids
Reasons for Success The four “rightly guided” caliphs made great progress in
their quest to spread Islam. Before his death, Muhammad had expressed a desire
to spread the faith to the peoples of the north. Muslims of the day saw their vic-
tories as a sign of Allah’s support and drew energy and inspiration from their faith.
They fought to defend Islam and were willing to struggle to extend its word.
The Muslim World 269
A From 632 to 750,
highly mobile
troops mounted on
camels were
successful in
conquering lands in
the name of Allah.
The Muslim armies were well disci-
plined and expertly commanded.
However, the success of the armies was
also due to weakness in the two empires
north of Arabia. The Byzantine and
Sassanid empires had been in conflict
for a long period of time and were
exhausted militarily.
Another reason for Muslim success
was the persecution suffered by people
under Byzantine or Sassanid rule because
they did not support the official state reli-
gions, Christianity or Zoroastrianism.
The persecuted people often welcomed
the invaders and their cause and chose to
accept Islam. They were attracted by the
appeal of the message of Islam, which
offered equality and hope in this world.
They were also attracted by the economic
benefit for Muslims of not having to pay
a poll tax. A,
Treatment of Conquered Peoples
Because the Qur’an forbade forced con-
version, Muslims allowed conquered
peoples to follow their own religion.
Christians and Jews, as “people of the
book,” received special consideration.
They paid a poll tax each year in
exchange for exemption from military
duties. However, they were also subject
to various restrictions on their lives. Before entering the newly conquered city of
Damascus in the northern Arabian province of Syria, Khalid ibn al-Walid, one of
Abu-Bakr’s chief generals, detailed the terms of surrender:
MAIN IDEA
Analyzing Causes
4/ Why were
Muslims successful
conquerers?
PRIMARY SOURCE
In the name of Allah, the compassionate, the merciful, this is what Khalid ibn al-Walid
would grant to the inhabitants of Damascus. ... He promises to give them security for
their lives, property and churches. Their city wall shall not be demolished, neither shall
any Muslim be quartered in their houses. Thereunto we give to them the pact of Allah
and the protection of His Prophet, the Caliphs and the believers. So long as they pay the
tax, nothing but good shall befall them.
KHALID IBN AL-WALID, quoted in Early Islam
Tolerance like this continued after the Muslim state was established. Though
Christians and Jews were not allowed to spread their religion, they could be offi-
cials, scholars, and bureaucrats.
Internal Conflict Creates a Crisis
Despite spectacular gains on the battlefield, the Muslim community had difficulty
maintaining a unified rule. In 656, Uthman was murdered, starting a civil war in
which various groups struggled for power. Ali, as Muhammad’s cousin and son-in-
law, was the natural choice as a successor to Uthman. However, his right to rule
270 Chapter 10
MAIN IDEA
Summarizing
What are three
groups within Islam
and how do they
differ?
was challenged by Muawiya, a governor of Syria. Then, in 661, Ali, too, was assas-
sinated. The elective system of choosing a caliph died with him.
A family known as the Umayyads (oo*MY*adz) then came to power. The
Umayyads moved the Muslim capital to Damascus. This location, away from
Mecca, made controlling conquered territories easier. However, the Arab Muslims
felt it was too far away from their lands. In addition, the Umayyads abandoned the
simple life of previous caliphs and began to surround themselves with wealth and
ceremony similar to that of non-Muslim rulers. These actions, along with the lead-
ership issue, gave rise to a fundamental division in the Muslim community.
Sunni-Shi'a Split In the interest of
peace, the majority of Muslims
accepted the Umayyads’ rule. However,
a minority continued to resist. This
group developed an alternate view of
the office of caliph. In this view, the
caliph needed to be a descendant of the
Prophet. This group was called Shi'a ,
meaning the “party” of Ali. Members
of this group are called Shi’ites. Those
who did not outwardly resist the rule
of the Umayyads later became known
as Sunni , meaning followers of
Muhammad’s example. Another group,
the Sufi (SOOfee), rejected the luxu-
rious life of the Umayyads. They pur-
sued a life of poverty and devotion to a
spiritual path.
Vigorous religious and political
opposition to the Umayyad caliphate
led to its downfall. Rebel groups over-
threw the Umayyads in the year 750.
The most powerful of those groups, the
Abbasids (uh*BAS*iHDz), took control
of the empire. Bj
Basic Differences Between
Sunni and Shi'a Muslims
Sunni
Shi'a
• Believe that the first four
caliphs were "rightly guided"
• Believe that Ali, the Prophet's
son-in-law, should have
succeeded Muhammad
• Believe that Muslim rulers
should follow the Sunna, or
Muhammad's example
• Believe that all Muslim rulers
should be descended from
Muhammad; do not recognize
the authority of the Sunna
• Claim that the Shi'a have
distorted the meaning of
various passages in the Qur'an
• Claim that the Sunni have
distorted the meaning of
various passages in the Qur'an
Percentage Today
of Sunni and Shi'a
Muslims Worldwide
Control Extends Over Three Continents
When the Abbasids came to power in 750, they ruthlessly murdered the remaining
members of the Umayyad family. One prince named Abd al-Rahman escaped the
slaughter and fled to Spain. There he set up an Umayyad caliphate. Spain had
already been conquered and settled by Muslims from North Africa, who were
known as Berbers. The Berber armies advanced north to within 200 miles of Paris
before being halted at the Battle of Tours in 732. They then settled in southern
Spain, where they helped form an extraordinary Muslim state in al-Andalus
(ahAN*duh*LUS).
Abbasids Consolidate Power To solidify power, the Abbasids moved the capital
of the empire in 762 to a newly created city, Baghdad, in central Iraq. The location
on key trade routes gave the caliph access to trade goods, gold, and information
about the far-flung empire.
The Abbasids developed a strong bureaucracy to conduct the huge empire’s
affairs. A treasury kept track of the money flow. A special department managed the
business of the army. Diplomats from the empire were sent to courts in Europe,
The Muslim World 271
▼ This 13th-
century
miniature shows
Arab traders
navigating the
Indian Ocean.
Africa, and Asia to conduct imperial business. To support this bureaucracy, the
Abbasids taxed land, imports and exports, and non-Muslims’ wealth.
Rival Groups Divide Muslim Lands The Abbasid caliphate lasted from 750 to
1258. During that time, the Abbasids increased their authority by consulting reli-
gious leaders. But they failed to keep complete political control of the immense ter-
ritory. Independent Muslim states sprang up, and local leaders dominated many
smaller regions. The Fatimid (FAT*u1i*mihd) caliphate was formed by Shi ’a
Muslims who claimed descent from Muhammad’s daughter Fatima. The caliphate
began in North Africa and spread across the Red Sea to western Arabia and Syria.
However, the Fatimids and other smaller states were still connected to the Abbasid
caliphate through religion, language, trade, and the economy.
Muslim Trade Network At this time, two major sea-trading net-
works existed — the Mediterranean Sea and the Indian Ocean.
Through these networks, the Muslim Empire could engage in sea
trade with the rest of the world. The land network connected the
Silk Roads of China and India with Europe and Africa. Muslim
merchants needed only a single language, Arabic, and a single
currency, the Abbasid dinar, to travel in the empire. C,
To encourage the flow of trade, Muslim money changers set up
banks in cities throughout the empire. Banks offered letters of
credit, called sakks, to merchants. A merchant with a sakk from a
bank in Baghdad could exchange it for cash at a bank in any other
city in the empire. In Europe, sakk was pronounced “check.”
Thus, using checks dates back to the Muslim Empire.
At one end of the Muslim Empire was the city of Cordoba in al-
Andalus. In the tenth century, this city had a population of 200,000; Paris, in contrast,
had 38,000. The city attracted poets, philosophers, and scientists. Many non-Muslims
adopted Muslim customs, and Cordoba became a dazzling center of Muslim culture.
In Cordoba, Damascus, Cairo, and Baghdad, a cultural blending of people
fueled a period of immense achievements in the arts and the sciences.
MAIN IDEA
Recognizing
Effects
Why would a
single language and
a single currency be
such an advantage
to a trader?
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• caliph • Umayyads • Shi'a • Sunni • Sufi • Abbasids • al-Andalus • Fatimid
USING YOUR NOTES
2. Which period of rule do you
think was most effective?
Rulers
Period
of Rule
Developments
in Islam
Right Ilf
guided
caliphs
UMaififads
Abbasids
MAIN IDEAS
3. How did Muslims under the
"rightly guided" caliphs treat
conquered peoples?
4. Why did the Shi'a oppose the
rule of the Umayyads?
5. What tied the Abbasid
caliphate and the independent
Muslim states together?
CRITICAL THINKING & WRITING
6. EVALUATING COURSES OF ACTION Do you think
Muhammad should have appointed a successor? Why or
why not?
7. DRAWING CONCLUSIONS What attracted non-Muslims to
Islam and Islamic culture?
8. MAKING INFERENCES What does opposition to the
luxurious life of the Umayyads suggest about what is
important to most Muslims?
9. WRITING ACTIVITY EMPIRE BUILDING Write a one-
paragraph summary in which you determine whether or
not the Muslim Empire was well run.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY
Use the Internet to find out the number of Sunni and Shi'a INTERNET KEYWORD
Muslims today in Iran, Iraq, Saudi Arabia, and Syria. Create a pie country studies, Sunni, Shi'a
chart showing the results of your research.
272 Chapter 10
/
Muslim Culture
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
CULTURAL INTERACTION
Muslims combined and
preserved the traditions of many
peoples and also advanced
learning in a variety of areas.
Many of the ideas developed
during this time became the
basis of today's scientific and
academic disciplines.
• House of
Wisdom
• calligraphy
SETTING THE STAGE The Abbasids governed during a prosperous period of
Muslim history. Riches flowed into the empire from all over Europe, Asia, and
Africa. Rulers could afford to build luxurious cities. They supported the scien-
tists, mathematicians, and philosophers that those cities attracted. In the special
atmosphere created by Islam, the scholars preserved existing knowledge and pro-
duced an enormous body of original learning.
Muslim Society
Over time, the influence of Muslims grew as the empire attracted people from a
variety of lands. The many cultural traditions combined with the Arabic culture to
create an international flavor. Muslim society had a sophistication matched at that
time only by the Tang Empire of China. That cosmopolitan character was most
evident in urban centers.
The Rise of Muslim Cities Until the construction of Baghdad, Damascus was the
leading city. It was also the cultural center of Islamic learning. Other cities grew
up around power centers, such as Cordoba (the Umayyad capital), Cairo (the
Fatimid capital), and Jerusalem. (See the map on page 261.) Cities, which sym-
bolized the strength of the caliphate, were very impressive.
The Abbasid capital city,
Baghdad, impressed all who
saw it. Caliph al-Mansur
chose the site for his capital
on the west bank of the Tigris
River in 762. Extensive plan-
ning went into the city’s
distinctive circular design,
formed by three circular pro-
tective walls. The caliph’s
palace of marble and stone
sat in the innermost circle,
along with the grand mosque.
Originally, the main streets
between the middle wall and
Cities, a.d. 900
Baghdad
Constantinople
Cordoba
Rome
0 500 1,000
Population (in thousands)
Source: Tertius Chandler and Gerald Fox,
3,000 Years of Urban Growth.
SKILLBUILDER: Interpreting Graphs
Comparing How much larger in population was
Baghdad than Cordoba?
TAKING NOTES
Clarifying Use a web
diagram to show the
key elements of Muslim
culture.
The Muslim World 273
a in a miniature
painting from
Persia, women are
shown having a
picnic in a garden.
Gardens were
seen as earthly
representations of
paradise.
the palace were lined with shops. Later, the mar-
ketplace moved to a district outside the walls.
Baghdad’s population approached one million at
its peak.
Four Social Classes Baghdad’s population, made
up of different cultures and social classes, was typ-
ical for a large Muslim city in the eighth and ninth
centuries. Muslim society was made up of four
classes. The upper class included those who were
Muslims at birth. Converts to Islam were in the
second class. The third class consisted of the “pro-
tected people” and included Christians, Jews, and
Zoroastrians. The lowest class was composed of
slaves. Many slaves were prisoners of war, and all
were non-Muslim. Slaves most frequently per-
formed household work or fought in the military.
Role of Women The Qur’an says, “Men are the
managers of the affairs of women,” and “Righteous
women are therefore obedient.” However, the
Qur’an also declares that men and women, as
believers, are equal. The shari’a gave Muslim
women specific legal rights concerning marriage,
family, and property. Thus, Muslim women had
more economic and property rights than European,
Indian, and Chinese women of the same time
period. Nonetheless, Muslim women were still
expected to submit to men. When a husband wanted
to divorce his wife, all he had to do was repeat three
times, “I dismiss thee.” The divorce became final in three months.
Responsibilities of Muslim women varied with the income of their husbands.
The wife of a poor man would often work in the fields with her husband. Wealthier
women supervised the household and its servants. They had access to education,
and among them were poets and scholars. Rich or poor, women were responsible
for the raising of the children. In the early days of Islam, women could also par-
ticipate in public life and gain an education. However, over time, Muslim women
were forced to live increasingly isolated lives. When they did go out in public, they
were expected to be veiled.
Muslim Scholarship Extends Knowledge
Muslims had several practical reasons for supporting the advancement of science.
Rulers wanted qualified physicians treating their ills. The faithful throughout the
empire relied on mathematicians and astronomers to calculate the times for prayer
and the direction of Mecca. However, their attitude also reflected a deep-seated
curiosity about the world and a quest for truth. Muhammad himself believed
strongly in the power of learning:
PRIMARY SOURCE 4)
Acquire knowledge. It enableth its possessor to distinguish right from wrong; it lighteth
the way to Heaven; it is our friend in the desert, our society in solitude, our companion
when friendless; it guideth us to happiness; it sustaineth us in misery; it is an ornament
amongst friends, and an armour against enemies.
MUHAMMAD, quoted in The Sayings of Muhammad
MAIN IDEA
Analyzing
Primary Sources
4^ According to
Muhammad, what
are the nine valu-
able results of
knowledge?
274 Chapter 10
Science & Technology
Astronomy
Muslim interest in astronomy developed from the need to fulfill three
of the Five Pillars of Islam — fasting during Ramadan, performing the
hajj, and praying toward Mecca. A correct lunar calendar was needed to
mark religious periods such as the month of Ramadan and the month of
the hajj. Studying the skies helped fix the locations of cities so that
worshipers could face toward Mecca as they prayed. Extensive knowl-
edge of the stars also helped guide Muslim traders to the many trading
cities of the ancient world.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on astronomy, go to classzone.com
This is the plate. The
plate was etched with
a map of the sky for a
certain latitude.
I The astrolabe was an early scientific
instrument. It had a fixed "plate" and
a rotating "rete." The plate was a map
of the sky and the rete simulated the
daily movement of the earth in relation
to the stars. Using this tool, one could
Iculate time, celestial events, and
relative position. For Muslims, the
astrolabe helped determine where
were in relation to Mecca.
These pointers on the
rete represented different
stars. At night, observers
could look at the sky,
position the pointers, and
make their calculations.
This is the rete-it
rotated over the plate.
The rete was mostly
cut away so the map
beneath was visible.
▲
The device shown here is called an
armillary sphere. The man standing in
the center is aligning the sphere, while
the seated man records the observations.
Astronomers calculated the time of day
or year by aligning the rings with various
stars. This helped Muslims set their
religious calendar.
Muslim observatories were great centers
of learning. This scene depicts astronomers
working at the observatory in Istanbul. They
are using many instruments including an
astrolabe like the one shown on this page.
Connect to Today
1. Recognizing Effects How did fulfilling
religious duties lead Muslims to astron-
omy and a better understanding of
the physical world?
See Skillbuilder Handbook, page R6.
2. Comparing and Contrasting Muslim
astronomers developed instruments
to improve their observations of the
sky. We do the same thing today.
Research how modern astronomers
make their observations and compare
their methods with early Muslim
astronomers. Write two paragraphs
on how their methods are similar to
and different from each other.
275
The Prophet’s emphasis on study and scholarship led to strong support of places of
learning by Muslim leaders. After the fall of Rome in a.d. 476, Europe entered a
period of upheaval and chaos, an era in which scholarship suffered. The scientific
knowledge gained up to that time might have been lost. However, Muslim leaders
and scholars preserved and expanded much of that knowledge. Both Umayyads
and Abbasids encouraged scholars to collect and translate scientific and philo-
sophical texts. In the early 800s, Caliph al-Ma’mun opened in Baghdad a combi-
nation library, academy, and translation center called the House of Wisdom .
There, scholars of different cultures and beliefs worked side by side translating
texts from Greece, India, Persia, and elsewhere into Arabic.
Art and Sciences Flourish
Scholars at the House of Wisdom included researchers, editors, linguists, and tech-
nical advisers. These scholars developed standards and techniques for research that
are a part of the basic methods of today’s research. Some Muslim scholars used
Greek ideas in fresh new ways. Others created original work of the highest quality.
In these ways, Muslims in the Abbasid lands, especially in Cordoba and Baghdad,
set the stage for a later revival of European learning.
Muslim Literature Literature had been a strong tradition in Arabia even before
Islam. Bedouin poets, reflecting the spirit of desert life, composed poems celebrating
ideals such as bravery, love, generosity, and hospitality. Those themes continued to
appear in poetry written after the rise of Islam.
The Qur’an is the standard for all Arabic literature and
poetry. Early Muslim poets sang the praises of the Prophet
and of Islam and, later, of the caliphs and other patrons who
supported them. During the age of the Abbasid caliphate, lit-
erary tastes expanded to include poems about nature and the
pleasures of life and love.
Popular literature included The Thousand and One
Nights , a collection of fairy tales, parables, and legends. The
core of the collection has been linked to India and Persia,
but peoples of the Muslim Empire added stories and
arranged them, beginning around the tenth century.
Muslim Art and Architecture As the Muslim Empire
expanded, the Arabs entered regions that had rich artistic
traditions. Muslims continued these traditions but often
adapted them to suit Islamic beliefs and practices. For
example, since Muslims believed that only Allah can create
life, images of living beings were discouraged. Thus, many
artists turned to calligraphy , or the art of beautiful hand-
writing. Others expressed themselves through the decora-
tive arts, such as woodwork, glass, ceramics, and textiles.
It is in architecture that the greatest cultural blending of
the Muslim world can be seen. To some extent, a building
reflected the culture of people of the area. For example, the
Great Mosque of Damascus was built on the site of a
Christian church. In many ways, the huge dome and
vaulted ceiling of the mosque blended Byzantine architec-
ture with Muslim ideas. In Syrian areas, the architecture
included features that were very Roman, including baths
using Roman heating systems. In Cordoba, the Great
The Thousand and One Nights
The Thousand and One Nights is a
collection of stories tied together
using a frame story. The frame story
tells of King Shahryar, who marries a
new wife each day and has her killed
the next. When Scheherezade marries
the king, however, she tells him
fascinating tales for a thousand and
one nights, until the king realizes that
he loves her.
The tradition of using a frame story
dates back to at least 200 b.c., when
the ancient Indian fables of the
Panchatantra were collected. Italian
writer Giovanni Boccaccio also set his
great work, The Decameron , within a
frame story in 1335.
276 Chapter 10
Analyzing Art
Muslim Art
Muslim art is intricate and colorful but often
does not contain images of living beings. Muslim
leaders feared that people might worship the
images rather than Allah. Thus, Muslim artists
found different ways to express their creativity,
as shown on this page.
HP
Pi ▼ /
IftlV
a | •'
M
K BH 1
jgjj
jSjr
Kfl
I %
m 1 ft'
■a ^ ^ ■
◄ Calligraphy
Calligraphy, or ornamental
writing, is important to Muslims
because it is considered a way
to reflect the glory of Allah. In
pictorial calligraphy, pictures
are formed using the letters
of the alphabet. This picture
of a man praying is made up
of the words of the Muslim
declaration of faith.
Geometric Patterns
Muslim artwork sometimes
focuses on strictly geometric
patterns. Geometric designs
can be found in everything
from pottery to architecture.
This mosaic is from the Jami
Masjid Mosque in India
(shown below) and uses
intricate patterns radiating
out from the central shape.
▲ Arabesque
Arabesque decoration is a complex, ornate design.
It usually incorporates flowers, leaves, and geometric
patterns. These arabesque tiles are from the Jami SKILLBUILDER: Interpreting Visual Sources
Masjid Mosque. Arabesque designs are also found Drawing Conclusions What do these three artistic techniques suggest
in Muslim mosaics, textiles, and sculptures. about Muslim art?
The Muslim World 277
ns
i
!*■
\iSSS
f . 1
j
l V*Lf #
ilp . ;
^ ^ i
££! &
r Ellfr^^l
s’ r&wx
jB
i 1
ML
1
A
JKi M i jtj
hl j -j % jij il
K1 j A .fJJ'L ] 1
k
j™
il
pw
4
UpC
I
s
I
M
IB
!
iff
! ■ -
i
a This interior view
of the Great
Mosque of Cordoba
showed a new
architectural style.
Two tiers of arches
support the ceiling.
Mosque used two levels of arches in a style unknown before. The style was based
on principles used in earlier mosques. These blended styles appeared in all the
lands occupied by the Muslims.
Medical Advances Muslim contributions in the sciences were most recognizable in
medicine, mathematics, and astronomy. A Persian scholar named al-Razi (Rhazes,
according to the European pronunciation) was the greatest physician of the Muslim
world and, more than likely, of world civilization between a.d. 500 and 1500. He
wrote an encyclopedia called the Comprehensive Book that drew on knowledge from
Greek, Syrian, Arabic, and Indian sources as well as on his own experience. Al-Razi
also wrote Treatise on Smallpox and Measles , which was translated into several lan-
guages. He believed patients would recover more quickly if they breathed cleaner air.
Math and Science Stretch Horizons Among the ideas that Muslim scholars intro-
duced to modem math and science, two especially stand out. They are the reliance on
scientific observation and experimentation, and the ability to find mathematical solu-
tions to old problems. As for science, Muslims translated and studied Greek texts.
But they did not follow the Greek method of solving problems. Aristotle, Pythagoras,
and other Greek thinkers preferred logical reasoning over uncovering facts through
observation. Muslim scientists preferred to solve problems by conducting experi-
ments in laboratory settings.
Muslim scholars believed that mathematics was the basis of all knowledge. Al-
Khwarizmi, a mathematician born in Baghdad in the late 700s, studied Indian
rather than Greek sources. He wrote a textbook in the 800s explaining “the art of
bringing together unknowns to match a known quantity.” He called this technique
al-jabr — today called algebra.
Many of the advances in mathematics were related to the study of astronomy.
Muslim observatories charted stars, comets, and planets. Ibn al-Haytham (Alhazen),
a brilliant mathematician, produced a book called Optics that revolutionized ideas
about vision. He showed that people see objects because rays pass from the objects to
the eyes, not from the eyes to the objects as was commonly believed. His studies about
optics were used in developing lenses for telescopes and microscopes.
Philosophy and Religion Blend Views
In addition to scientific works, scholars at the House of Wisdom in Baghdad trans-
lated works of Greek philosophers like Aristotle and Plato into Arabic. In the
1100s, Muslim philosopher Ibn Rushd (also known as Averroes), who lived in
278 Chapter 10
History Makers
MAIN IDEA
Drawing
Conclusions
Jb What is the
advantage of blend-
ing various tradi-
tions within a
culture?
Cordoba, was criticized for trying to blend Aristotle’s and
Plato’s views with those of Islam. However, Ibn Rushd
argued that Greek philosophy and Islam both had the same
goal: to find the truth.
Moses Ben Maimon (Maimonides), a Jewish physician
and philosopher, was born in Cordoba and lived in Egypt.
Like Ibn Rushd, he faced strong opposition for his ideas, but
he came to be recognized as the greatest Jewish philosopher
in history. Writing during the same time as Ibn Rushd,
Maimonides produced a book, The Guide for the Perplexed,
that blended philosophy, religion, and science.
The "Ideal Man" The values of many cultures were recog-
nized by the Muslims. A ninth-century Muslim philosophi-
cal society showed that it recognized the empire’s diverse
nature when it described its “ideal man”:
PRIMARY SOURCE
The ideal and morally perfect man should be of East Persian
derivation, Arabic in faith, of Iraqi education, a Hebrew in
astuteness, a disciple of Christ in conduct, as pious as a Greek
monk, a Greek in the individual sciences, an Indian in the
interpretation of all mysteries, but lastly and especially a Sufi in
his whole spiritual life.
IKHWAN AS-SAFA, quoted in The World of Islam
Though the unified Muslim state broke up, Muslim cul-
ture continued. Three Muslim empires — the Ottoman, the
Safavid, and the Mughal — would emerge that would reflect
the blended nature of the culture of this time. The knowl-
Ibn Rushd
1126-1198
Today Ibn Rushd is considered by
many to be the most important of
all Muslim philosophers. Yet his
views were so offensive to Islamic
conservatives that he was once
stoned in the Great Mosque of
Cordoba. In 1 184, the philosopher
began serving as physician to Caliph
al-Mansur in Marrakech. Under
pressure by conservatives, however,
the caliph accused Ibn Rushd of
heresy and ordered some of his
books to be burned.
Fortunately, all of his work was not
lost. Ibn Rushd's writings had a great
impact on Europe in the 13th century
and played a major role in the revival
of Christian scholarship. In the 16th
century, Italian painter Raphael placed
Ibn Rushd among the ancient Greek
philosophers in School of Athens.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on Ibn
Rushd, go to classzone.com
i -- — >
edge developed and preserved by the Muslim scholars would be drawn upon by
European scholars in the Renaissance, beginning in the 14th century. B
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• House of Wisdom • calligraphy
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which of these elements most
strengthened the Abbasid
rule? Explain.
3. What was the role of women in
Muslim society?
4. How did Muslim scholars help
preserve the knowledge of the
ancient Greeks and Romans?
5. What were some of the Muslim
contributions in medicine,
mathematics, and astronomy?
6. EVALUATING What do you consider to be the five most
significant developments in scholarship and the arts
during the reign of the Abbasids?
7. MAKING INFERENCES What united the scholars of
different cultures who worked in the House of Wisdom?
8. SYNTHESIZING What role did cities play in the
advancement of Muslim culture?
9. WRITING ACTIVITY CULTURAL INTERACTION ! Write a one-
paragraph analysis explaining how the primary source
quotation on this page reflects the Muslim Empire's
diversity.
CONNECT TO TODAY
CREATING A POSTER
Research to find out how the discoveries of Muslim physician al-Razi have influenced
medicine today. Present your findings in a poster.
The Muslim World 279
Chapter 10 Assessment
TERMS & NAMES
For each term or name below, briefly explain its connection to
the Muslim world between 600 and 1250.
1 . Allah 5 . hajj
2 . Muhammad 6 . Shi'a
3 . Islam 7 . Sufi
4 . Hijrah 8 . House of Wisdom
MAIN IDEAS
The Rise of Islam Section l (pages 263-268)
9. Describe the religious environment into which
Muhammad was born.
10. Why did many people in Mecca reject Muhammad's ideas
at first?
11 . How did early Muslims view and treat Jews and
Christians?
Islam Expands Section 2 (pages 269-272)
12. Why were the "rightly guided" caliphs so successful in
spreading Islam?
13 . What were the main reasons for the split between the
Sunni and the Shi'a?
14 . Why did trade flourish under the Abbasids?
Muslim Culture Section 3 (pages 273-279)
15 . How was Muslim society structured?
16 . What were some of the practical reasons Muslims had for
supporting the advancement of science?
17. In which fields of learning did Muslims excel?
18. How did the art and architecture of the Muslims reflect
cultural blending?
CRITICAL THINKING
1. USING YOUR NOTES
In a time line, list the five most important events in the
development and expansion of Islam between 550 and 1250.
550 650 750 850 950 1050 1150 1250
2. SYNTHESIZING
I CULTURAL INTERACTION | How did the development of Islam
influence the blending of cultures in the region where Europe,
Africa, and Asia come together?
3. MAKING INFERENCES
| RELIGIOUS AND ETHICAL SYSTEMS | In what ways did the religious
duties of Islam affect the everyday lives of Muslims?
4. SUMMARIZING
| EMPIRE BUILDING | How did the Abbasids keep the affairs of
their empire under control?
5. DEVELOPING HISTORICAL PERSPECTIVE
What rebirth of learning might not have taken place in Europe
if Muhammad had not encouraged the pursuit of knowledge?
VISUAL SUMMARY
The Muslim World
Empire Building
Four major Muslim caliphates build
empires on parts of three continents.
• 661-750: Umayyad caliphate
• 750-1258: Abbasid caliphate
• 756-976: Umayyads of
al-Andalus (Spain)
• 909-1 171 : Fatimid caliphate
(North Africa, Egypt, Western
Arabia, and Syria)
Muslim scholars preserve, blend,
and expand knowledge, especially
in mathematics, astronomy,
architecture, and medical science.
• Muhammad receives revelations
from Allah.
• The Five Pillars of Islam are
Muslims' basic religious duties.
• The sources of authority-
the Qur'an and the Sunna—
guide daily life.
• Islam divides into several branches,
including Sunni and Shi'a.
280 Chapter 10
> STANDARDS-BA5ED ASSESSMENT
Use the quotation and your knowledge of world history to
answer questions 1 and 2.
Additional Test Practice, pp. S1-S33
PRIMARY SOURCE
One should read histories, study biographies and the
experiences of nations. By doing this, it will be as though,
in his short life space, he lived contemporaneously with
peoples of the past, was on intimate terms with them, and
knew the good and the bad among them. . . . You should
model your conduct on that of the early Muslims.
Therefore, read the biography of the Prophet, study his
deeds and concerns, follow in his footsteps, and try your
utmost to imitate him.
ABD AL-LATIF quoted in A History of the Arab Peoples
1. Why does al-Latif advocate studying history?
A. because history repeats itself
B. because history provides insight into the lives of past
peoples
C. because studying history is a good intellectual exercise
D. because studying history is required of all Muslims
2 . Why does he want people to study the life of Muhammad?
A. because Muhammad is a great historical figure
B. because Muslim law requires it
C. to learn to be like the Prophet
D. to learn about cultural blending
Use the chart and your knowledge of world history to
answer question 3.
Muslim Population,
1990s
Country
Population
% of Total Population
Albania
2,275,000
70.0
Argentina
370,000
1.1
Brazil
500,000
0.3
Bulgaria
1,200,000
13.0
Canada
350,000
1.3
France
3,500,000
6.1
Germany
1,700,000
2.1
Guyana
130,000
13.0
Spain
300,000
0.8
Surinam
150,000
30.0
United Kingdom
1,500,000
2.7
United States
6,000,000
2.4
Source: The Cambridge Illustrated History of the Islamic World
3. Which nations have a population of Muslims that is similar to
that of the United States in terms of percentage?
A. Canada and France
B. Germany and Argentina
C. United Kingdom and France
D. Germany and United Kingdom
INTEGRATED TECHNOLOGY
TEST PRACTICE Go to classzone.com
• Diagnostic tests • Strategies
• Tutorials • Additional practice
ALTERNATIVE ASSESSMENT
1. Interact with History
In this chapter, you learned that a culture blooms by spreading
ideas through trade, war and conquest, and through scholarly
exchange. With a partner, make a list of at least five ways to
spread an idea in today's world— ways that were not available to
Muslims in a.d. 600-1250.
2. — \ WRITING ABOUT HISTORY
Imagine that you are a newspaper reporter investigating the
newly opened Flouse of Wisdom. Write a brief newspaper
article about the new center in Baghdad and the work being
undertaken there. In the article, be sure to
• describe the center and the scholars who work there
• include quotations from the scholars
• summarize some of the center's accomplishments and goals
INTEGRATED TECHNOLOGY
Creating a Multimedia Presentation
Use the Internet, books, and other reference sources to
create a multimedia presentation on the rise, growth, and
culture of Islam. Write brief summaries on each topic. Use
maps, pictures, and quotations to accompany your text and
illustrate and enhance your presentation. Be sure to include
information on the following:
• the life of Muhammad
• a time line of major events in the development of Islam
• the key beliefs and practices of Islam
• the impact of the Muslim Empire on other cultures
• the impact of Muslim learning in science and the arts
The Muslim World 281
A Global View
Religion is defined as an organized system of beliefs, ceremonies, practices, and
worship that centers on one or more gods. As many chapters in this book explain,
religion has had a significant impact on world history. Throughout the centuries,
religion has guided the beliefs and actions of millions around the globe. It has
brought people together. But it has also torn them apart.
Religion continues to be a dominant force throughout the world, affecting
everything from what people wear to how they behave. There are thousands of
religions in the world. The following pages concentrate on five major religions and
on Confucianism, an ethical system. They examine some of the characteristics and
rituals that make these religions and systems similar as well as unique. They also
present some of each religion’s sects and denominations.
North America
World Population's
Religious Affiliations
0.2% Judaism
6% Buddhism
13%
Hinduism
33%
Christianity
3% — —
9%
88%
13 %
Nonreligious
14%
Other
20%
Islam
Latin America
^Estimated 2002 Figure Sources: World Almanac 2003;
World Christian Encyclopedia (2001)
282
Commonwealth of Independent States
(Russia and 1 1 other republics)
2%
7%
China*
42%
Religious Affiliations
Christian
Jewish
Muslim
Other
■ Hindu
Nonreligious
Buddhist
^Communist China is officially atheist (disbelieving in the
existence of God). Unofficially, the Chinese practice a number of
religions and ethical systems, including Daoism, Confucianism,
and a variety of folk religions.
J
India
2%
23%— o
23%—®
Southeast Asia
29%
23%
World Religions and Ethical Systems 283
World Religions Ethical Systems
Buddhism
Buddhism has influenced Asian religion, society, and culture for over
2,500 years. Today, most Buddhists live in Sri Lanka, East and
Southeast Asia, and Japan. Buddhism consists of several different
sects. A religious sect is a group within a religion that distinguishes itself by
one or more unique beliefs.
Buddhists are united in their belief in the Buddha’s teachings, known as the
dharma. Because the Buddha is said to have “set in motion the wheel of the
dharma” during his first sermon, his teaching is often symbolized by a wheel,
as shown above. The Buddha taught that the key to happiness was detachment
from all worldly goods and desires. This was achieved by following the Noble
Eightfold Path, or the Middle Way, a life between earthly desires and extreme
forms of self-denial.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on
Buddhism, go to classzone.com
Ritual ►
Women in Rangoon, Myanmar,
sweep the ground so that monks
can avoid stepping on and killing
any insects. Many Buddhists
believe in rebirth, the idea that
living beings, after death, are
reborn and continue to exist.
Buddhists believe that all living
beings possess the potential for
spiritual growth— and the
possibility of rebirth as humans.
A Worship Practices
Statues of the Buddha, such as this one in China,
appear in shrines throughout Asia. Buddhists strive to
follow the Buddha's teachings through meditation, a
form of religious contemplation. They also make
offerings at shrines, temples, and monasteries.
T Leadership
Those who dedicate their entire life to the
teachings of the Buddha are known as
Buddhist monks and nuns. In many Buddhist
sects, monks are expected to lead a life of
poverty, meditation, and study. Here,
Buddhist monks file past shrines in Thailand.
To learn humility, monks must beg for food
and money.
284
Learn More About Buddhism
PRIMARY SOURCE
One of the most well-known Buddhist
scriptures is the Dhammapada, or Verses of
Righteousness. The book is a collection of
sayings on Buddhist practices. In this verse,
Buddhists are instructed to avoid envying
others:
Let him not despise what he has
received, nor should he live envying the
gains of others. The disciple who envies
the gains of others does not attain
concentration.
Dhammapada 365
Chapter Connection
For a more in-depth examination of Buddhism,
see pages 68-71 of Chapter 3, and page 193 of
Chapter 7.
This image depicts what
Buddhists consider the
three cardinal faults of
humanity: greed (the pig);
hatred (the snake); and
delusion (the rooster).
Major Buddhist Sects
Theravada
Mahayana
Buddhism
Mantrayana
The Three Cardinal Faults
Dhammapada
World Religions and Ethical Systems 285
World Religions Ethical Systems
INTEGRATED TECHNOLOGY
Christianity
+ Christianity is the largest religion in the world, with about 2 billion
followers. It is based on the life and teachings of Jesus, whom Christians
call Christ, or savior. Most Christians are members of one of three major
groups: Roman Catholic, Protestant, or Eastern Orthodox. Christianity
teaches the existence of only one God. Christians regard Jesus as the son of God.
They believe that Jesus entered the world and died to save humanity from sin. The
cross shown above, a symbol of the crucifixion of Jesus, represents Jesus’ love for
humanity by dying for its sins. Christians believe that they reach salvation by
following the teachings of Jesus Christ.
RESEARCH LINKS For more on
Christianity, go to classzone.com
Ritual ►
Each year, hundreds of thousands of
Christians from all over the world visit the
Basilica of Guadalupe in northern Mexico
City. The church is considered the holiest in
Mexico. It is near the site where the Virgin
Mary, the mother of Jesus Christ, is said to
have appeared twice in 1531. Out of deep
respect for Mary, some pilgrims approach the
holy cathedral on their knees.
Worship Practices ►
Worshiping as a group is an
important part of Christian life. Most
Protestant services include praying,
singing, and a sermon. Some
services include baptism and
communion, in which bread and
wine are consumed in remembrance
of Jesus' death.
Communion celebrates the last
meal Jesus took with his disciples,
as illustrated here in the Last Supper
by Leonardo da Vinci.
286
fc 4
9
ije •
Leadership
In some Christian churches, the person who
performs services in the local church is known
as a priest. Shown here is a priest of the
Ethiopian Orthodox Church. These priests, like
the ministers and clergy in other Christian
sects, conduct worship services and preside
over marriages and funerals. Monks and nuns
also provide leadership and guidance in the
Christian church.
Learn More About Christianity
Major Christian Sects
Eastern Orthodox
Roman Catholic
\ /
Christianity
AME**
Lutheran
Episcopal
Protestant*
Baptist
Methodist
Pentecostal
Mormon Church of God
Presbyterian
*ln the United States alone, there are 30 Protestant
denominations with over 400,000 members in each.
**African Methodist Episcopal
Fish Symbol
The fish is an early symbol
of Christianity. There are
many theories about the
origin of the symbol, but
some Christians believe
that it derives from the fact
that Jesus called his
disciples, or followers,
"fishers of men."
fv
The Bible
The Bible is the most sacred book of the
Christian religion. It is divided into two major
parts: the Old Testament, which focuses on
Jewish history, and the New Testament, which
describes the teachings of Jesus Christ. The
following verse from the New Testament
reveals the fundamental teaching of Jesus:
“Men, what must I do to be saved? ’’And
they said, “Believe in the Lord Jesus, and
you will be saved, you and your household.”
Acts 16:30-31
Chapter Connection
For more about Christianity, see pages 168-172
of Chapter 6. To learn about the Protestant and
Catholic Reformations, see sections 3 and 4 of
Chapter 17.
World Religions and Ethical Systems 287
World Religions J/M Ethical Systems
Hinduism
Hinduism, one of the world’s oldest surviving religions, is the major religion
of India. It also has followers in Indonesia, as well as in parts of Africa,
Europe, and the Western Hemisphere. Hinduism is a collection of religious
" beliefs that developed over thousands of years. Hindus worship several gods,
which represent different forms of Brahman. Brahman is the most divine spirit in the
Hindu religion. Hinduism, like Buddhism, stresses that persons reach true enlightenment
and happiness only after they free themselves from their earthly desires. Followers of
Hinduism achieve this goal through worship, the attainment of knowledge, and a lifetime
of virtuous acts. The sound “Om,” or “Aum,” shown above, is the most sacred syllable for
Hindus. It often is used in prayers.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on
Hinduism, go to classzone.com
T Ritual
Each year, thousands of Hindus make a pilgrimage to India's Ganges River. The
Ganges is considered a sacred site in the Hindu religion. Most Hindus come to
bathe in the water, an act they believe will cleanse and purify them. The sick
and disabled come in the belief that the holy water might cure their ailments.
Learn More About Hinduism
' ^
-^£3^
*■ i .*#&
HoSa ^
flCJi'.T* Jot 1 !- -
F *
R 4th* J
. iu« _ v f I /
v V
A Leadership
Gurus, or spiritual teachers, play a major role in spreading
Hindu beliefs. These holy men are believed to have had the
gods' words revealed to them. Brahmin priests, like the one
shown here, are also religious leaders. They take care of the
divine images in the temples and read from the sacred books.
Major Hindu Sects
Shaktism Reform Hinduism
\ /
Hinduism
Vaishnavites
Shaivites
This statue represents Brahma,
creator of the universe.
Brahma, Vishnu, and Shiva
are the three main gods of
Hinduism. Vishnu is the
preserver of the universe,
while Shiva is its destroyer.
1
1
/
A Celebration
Each spring, Hindus in India celebrate the festival
of Holi. Originally a harvest festival, Holi also
symbolizes the triumph of good over evil. The
festival recalls the story of Prince Prahlada, who
faced death rather than cease worshiping Vishnu.
During this joyous celebration, people dance in the
streets and shower each other with colored powder
and dyed water.
Rig Veda
PRIMARY SOURCE
The Vedas are the oldest Hindu scriptures-and
they are older than the sacred writings of any
other major religion. The following is a verse
from the Rig Veda, the oldest of the four Vedas:
He who gives liberally goes
straight to the gods; on the
high ridge of heaven he stands
exalted.
Rig Veda 1.125.5
Chapter Connection
For a closer look at the origins and beliefs of
Hinduism, see pages 66-67 of Chapter 3, and
pages 193-194 of Chapter 7.
World Religions and Ethical Systems 289
World Religions Ethical Systems
Islam
C Islam is a religion based on the teachings of Muhammad, revered by his
followers as the Prophet. Followers of Islam, known as Muslims, believe that
God revealed these teachings to Muhammad through the angel Gabriel. Muslims
are concentrated from southwest to central Asia and parts of Africa. Islam also
has many followers in Southeast Asia. Sunni Muslims believe that their leaders should
follow Muhammad’s example. Shi’a Muslims believe that their leaders should be
Muhammad’s descendants.
Islam teaches the existence of only one God, called Allah in the Arabic language.
Muslims believe in all prophets of Judaism and Christianity. They show their devotion by
performing lifelong acts of worship known as the Five Pillars of Islam. These include faith,
prayer, almsgiving (charity), fasting, and a pilgrimage to Mecca. The crescent moon
(shown above) has become a familiar symbol for Islam. It may be related to the new moon
that begins each month in the Islamic lunar calendar, which orders religious life for
Muslims. The five points of the star may represent the Five Pillars of Islam.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on Islam, go
to classzone.com
T Ritual
At least once in their lifetime, all Muslims who are physically and
financially able go on hajj, or pilgrimage, to the holy city of Mecca in
Saudi Arabia. There, pilgrims perform several rites, or acts of worship.
One rite, shown here, is walking seven times around the Ka'aba— the
house of worship that Muslims face in prayer.
290
A Celebration
During the sacred month known as Ramadan, Muslims fast, or
abstain from food and drink, from dawn to sunset. The family
shown here is ending their fast. The most important night of
Ramadan is called the Night of Power. This is believed to be the
night the angel Gabriel first spoke to Muhammad.
Prayer Rug
Muslims often pray by kneeling on a rug. The design
of the rug includes a pointed or arch-shaped
pattern. The rug must be placed so that the arch
points toward Mecca.
A Worship Practices
Five times a day Muslims throughout the world face Mecca
and pray to Allah. Pictured here are Muslims praying at a
mosque in Turkey.
There are no priests or other clergy in Islam. However, a
Muslim community leader known as the imam conducts
the prayers in a mosque. Islam also has a scholar class
called the ulama, which includes religious teachers.
The Qur'an
PRIMARY SOURCE
The Qur'an, the sacred book of
Muslims, consists of verses grouped
into 1 14 chapters, or suras. The book
is the spiritual guide on matters of
Muslim faith. It also contains teach-
ings for Muslim daily life. In the
following verse, Muslims are
instructed to appreciate the world's
physical and spiritual riches:
Do you not see that God has
subjected to your use all things
in the heavens and on earth,
and has made His bounties flow
to you in exceeding measure,
both seen and unseen?
Qur'an, sura 31:20
Chapter Connection
For a closer look at Islam, including the rise and
spread of Islam and Muslim culture, see
Chapter 10.
World Religions and Ethical Systems 291
World Religions Ethical Systems
Judaism
Judaism is the religion of the more than 14 million Jews throughout
the world. Judaism was the first major religion to teach the
existence of only one god. The basic laws and teachings of Judaism
come from the Torah, the first five books of the Hebrew Bible.
Judaism teaches that a person serves God by studying the Torah and living
by its teachings. Orthodox Jews closely observe the laws of the Torah.
Conservative and Reform Jews interpret the Torah less strictly and literally.
The Star of David (shown above), also called the Shield of David, is the
universal symbol of Judaism. The emblem refers to King David, who ruled the
kingdom of Israel from about 1000-962 b.c.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on Judaism,
go to classzone.com
Ritual ►
Major events in a Jew's life are
marked by special rites and
ceremonies. When Jewish children
reach the age of 12 (girls) or 13
(boys), for example, they enter the
adult religious community. The event
is marked in the synagogue with a
ceremony called a bar mitzvah for a
boy and a bat mitzvah for a girl,
shown here.
▲ Worship Practices
The synagogue is the Jewish house of worship and the center of Jewish
community life. Services in the synagogue are usually conducted by a rabbi, the
congregation's teacher and spiritual leader. Many Jews make the pilgrimage to the
Western Wall, shown here. The sacred structure, built in the second century b.c.,
formed the western wall of the courtyard of the Second Temple of Jerusalem. The
Romans destroyed the temple in a.d. 70.
292
Learn More About Judaism
Major Jewish Sects
Reform
Orthodox
■ r
Judaism
Conservative
Yarmulke
Out of respect for God,
Jewish men are not
supposed to leave their
head uncovered. Therefore,
many Orthodox and
Conservative Jews wear a
skullcap known as a
yarmulke, or kippah.
T Celebration
Jews celebrate a number of holidays that honor their history
as well as their God. Pictured here are Jews celebrating the
holiday of Purim. Purim is a festival honoring the survival of
the Jews who, in the fifth century b.c., were marked for death
by their Persian rulers.
Jews celebrate Purim by sending food and gifts. They also
dress in costumes and hold carnivals and dances.
The Torah
PRIMARY SOURCE
During a synagogue service, the Torah scroll is
lifted, while the congregation declares: "This is
the Law which Moses set before the children of
Israel." The following verse from the Torah
makes clear Moses's law regarding belief in one
God:
Hear O Israel: the Lord our God, the
Lord is One.
Deuteronomy 6:4
Chapter Connection
For a historical examination of Judaism, as well
as the development of the Kingdom of Israel, see
pages 77-80 of Chapter 3.
World Religions and Ethical Systems 293
World Religions^?# Ethical Systems
Confucianism
sm
With no clergy and with no gods to worship, Confucianism is not a
religion in the traditional sense. Rather, it is an ethical system that
provides direction for personal behavior and good government. However,
this ancient philosophy guides the actions and beliefs of millions of
Chinese and other peoples of the East. Thus, many view it as a religion.
Confucianism is a way of life based on the teachings of the Chinese scholar
Confucius. It stresses social and civic responsibility. Over the centuries, however,
Confucianism has greatly influenced people’s spiritual beliefs as well. While East
Asians declare themselves to follow any one of a number of religions, many also
claim to be Confucian. The yin and yang symbol shown above represents opposite
forces in the world working together. It symbolizes the social order and harmony
that Confucianism stresses.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on
Confucianism, go to classzone.com
T Celebration
While scholars remain uncertain of Confucius's date of birth, people throughout
East Asia celebrate it on September 28. In Taiwan, it is an official holiday, known
as Teachers' Day. The holiday also pays tribute to teachers. Confucius himself
was a teacher, and he believed that education was an important part of a
fulfilled life. Here, dancers take part in a ceremony honoring Confucius.
294
Learn More About Confucianism
Leadership ►
Confucius was born at a
time of crisis and violence
in China. He hoped his
ideas and teachings would
restore the order of earlier
times to his society. But
although he was active in
politics, he never had
enough political power to
put his ideas into practice.
Nonetheless, his ideas
would become the
foundation of Chinese
thought for more than
2,000 years.
The Five Relationships
Confucius believed society should be organized
around five basic relationships between the
following:
0 ruler
-► subject
0 father <-
-► son
0 husband < » wife
0 older brother
younger brother
0 friend
friend
Confucius's Golden Rule
“Do not do unto others
what you would not want
others to do unto you ”
■■
Ml
r
t ^ f>.
■
. rr ,
11
ffh*
'.Mmr
ijN 81
;■ v-
The Analects
PRIMARY SOURCE
The earliest and most authentic record of
Confucius's ideas was collected by his students.
Around 400 b.c., they compiled Confucius's
thoughts in a book called the Analects. In the
following selections from the Analects , Confucius
(the Master) gives advice regarding virtue and
pride:
The Master said: “ Don’t worry if people
don’t recognize your merits ; worry that
you may not recognize theirs.”
Analects 1.16
The Master said: “Do not be concerned
that others do not recognize you; be
concerned about what you are yet unable
to do.”
Analects 14.30
A Ritual
A key aspect of Confucianism is filial piety, the respect
children owe their parents. Traditionally, filial piety meant
complete obedience to one's parents during their lifetime.
It also required the performance of certain rituals after
their death. In this 12th-century Chinese painting, a sage
instructs a pupil on the virtue of filial piety.
Chapter Connection
For a closer look at the life and teachings of
Confucius, see pages 104-105 of Chapter 4.
World Religions and Ethical Systems 295
World ReligionsPTM Ethical Systems
Buddhism
Christianity
Hinduism
Islam
Judaism
Confucianism
0
t
ft 1
C # O
Followers
Worldwide
(estimated
2005 figures)
379 million
2.1 billion
860 million
1.3 billion
15.1 million
6.5 million
Name of
Deity
no god
God
Brahma
Allah
God
no god
Founder
The Buddha
Jesus
No one founder
No founder, but spread
by Muhammad
Abraham
Confucius
Holy Book
Many sacred texts,
including the
Dhammapada
Christian Bible
Many sacred texts,
including the
Upanishads
Qur'an
Hebrew Bible,
including the Torah
the Analects,
the Five Classics
Leadership
Buddhist monks
and nuns
Priests, ministers,
monks, and nuns
Brahmin priests,
monks, and gurus
No clergy but a
scholar class called
the ulama and the
imam, who may
lead prayers
Rabbis
No clergy
Basic Beliefs . persons achieve
• There is only one
• The soul never
• Persons achieve
• There is only one
• Social order.
complete peace
God, who watches
dies, but is
salvation by
God, who watches
harmony, and
and happiness
over and cares for
continually reborn.
following the Five
over and cares for
good government
(nirvana) by
his people.
• Persons afhipvp
Pillars of Islam
his people.
should be based
eliminating their
attachment to
worldly things.
• Jesus Christ is
the son of God.
He died to save
1 LI JUI 1 J Uvl IILVL
happiness and
enlightenment
after they free
and living a just
life. These pillars
are: faith; prayer;
almsgiving, or
charity to the
poor; fasting,
which Muslims
perform during
Ramadan;
• God loves and
protects his
people, but also
on strong family
relationships.
• Respect for par-
• Nirvana is reached
humanity from
themselves from
holds people
ents and elders
by following the
sin. His death
their earthly
accountable for
is important to
Noble Eightfold
and resurrection
desires.
their sins and
a well-ordered
Path:
Right views;
Right resolve;
Right speech;
Right conduct;
Right livelihood;
Right effort;
made eternal
life possible
for others.
• Freedom from
earthly desires
shortcomings.
• Persons serve
society.
• Education is
comes from a
pilgrimage to
God by studying
important both to
life-time of worship,
knowledge, and
virtuous acts.
Mecca.
the Torah and
living by its
teachings.
the welfare of the
individual and
to society.
Right mindfulness;
Right concentration.
296
Assessment
MAIN IDEAS
Buddhism (pages 284-285)
1. According to the Buddha, how does one achieve
happiness and fulfillment?
2 . Why do Buddhists take special care to avoid killing any
living being?
Christianity (pages 286-287)
3. Why is Jesus Christ central to the Christian religion?
4. What do Christians hope to achieve by following the
teachings of Jesus Christ?
Hinduism (pages 288-289)
5. What is the importance of the Ganges River in Hinduism?
6 . Who are the three main gods of Hinduism?
Islam (pages 290-291)
7. What is the most important night of Ramadan ? Why?
8 . What are the Five Pillars of Islam?
Judaism (pages 292-293)
9. Why do Jews consider the Western Wall to be sacred?
10 . What is the role of the rabbi in the Jewish tradition?
Confucianism (pages 294-295)
11 . Around what five relationships did Confucius believe
society should be organized?
12. According to tradition, what does filial piety require of
children?
CRITICAL THINKING
1. COMPARING AND CONTRASTING
Using information
from the text and
chart at left, choose Q^^ ^eligjon 1 __
two religions and C^^simi^Sies
identify their —
similarities and Re ^8 ion 2
differences in a
Venn diagram.
2. SYNTHESIZING
What basic principles do all of the religions have in common?
3. DRAWING CONCLUSIONS
What role does religion play in people's everyday lives?
4. MAKING INFERENCES
Why do you think ritual and celebrations are an important part
of all religions?
5. FORMING OPINIONS
What do you think people hope to gain from their religion?
STANDARDS-BASED ASSESSMENT
Use the quotation and your knowledge of world history 1
answer questions 1 and 2.
Additional Test Practice, pp. S1-S33
PRIMARY SOURCE
Human beings are spiritual animals. Indeed, there is a
case for arguing that Homo sapiens is also Homo
religiosus. Men and women started to worship gods as
soon as they became recognizably human; they created
religions at the same time they created works of art. . . .
These early faiths expressed the wonder and mystery that
seem always to have been an essential component of
the human experience of this beautiful yet terrifying
world. Like art, religion has been an attempt to find
meaning and value in life, despite the suffering that flesh
is heir to.
KAREN ARMSTRONG, A History of God
1. With which of the following opinions would Armstrong probably
agree?
A. People are naturally religious.
B. People have no need of religion.
C. People only believe in what they can see.
D. People created religion out of fear.
2 . According to Armstrong, what is the main similarity between art
and religion?
A. They both express the suffering human beings must endure.
B. They first appeared at around the same time.
C. They both place value on beauty.
D. They are both used to find life's meaning.
INTEGRATED TECHNOLOGY
TEST PRACTICE Go to classzone.com
• Diagnostic tests • Strategies
• Tutorials • Additional practice
ALTERNATIVE ASSESSMENT
1. Interact with History
Imagine that you could meet one of the founders listed in the
chart on page 296. What questions would you ask about his
life and beliefs? What views of your own would you share? Take
turns role-playing your conversation with a partner.
2. §S\ WRITING ABOUT HISTORY
Research to learn more about one of the celebrations you read
about in this section. Then write a three-paragraph essay about
its origins. Discuss the celebration's history, symbolism, and
meaning.
World Religions and Ethical Systems 297
CHAPTER
Byzantines, Russians, and
Turks Interact, 500-1500
Previewing Main Ideas
I RELIGIOUS AND ETHICAL SYSTEMS I Two world religions, Islam and
Christianity, met head-to-head as Arabs and Turks battled Byzantines and
then Crusaders. At the same time, disputes over doctrine split Christianity
into competing branches.
Geography What land did the Seljuk Turks occupy?
1 CULTURAL INTERACTION | Byzantine influence inspired the growth of a
unique Russian culture. The Turks meanwhile adopted Islam and sponsored a
rebirth of Persian ways to create a dynamic cultural blend.
Geography Why might the Dnieper River have been important to Kievan
Russia?
| EMPIRE BUILDING | The Byzantines, Slavs, Arabs, Turks, and Mongols
waged bloody wars to expand their territories. However, each empire also
brought together people of diverse traditions.
Geography How does the map indicate that there was probably conflict
between the Byzantine and Seljuk empires?
INTEGRATED TECHNOLOGY
CeEdition r f, INTERNET RESOURCES
• Interactive Maps Go to classzone.com for:
• Interactive Visuals • Research Links • Maps
• Interactive Primary Sources • Internet Activities • Test Practice
• Primary Sources • Current Events
• Chapter Quiz
850s
Byzantine
culture spreads
to Russia.
0
771
Charlemagne becomes
ruler of Frankish
Kingdom in Europe.
CENTRAL
ASIA
Justinian becomes ruler
of Byzantine Empire. ►
WORLD
690
Empress Wu Zhao
assumes throne
in China.
298
.Novgorod
GERMANY
ATLANTIC FRANCE
OCEAN A ™
Black S t
> Corsica,
SPAIN
< yrrus
*^tY/ Damascus J _
* r ' a * 'Jerusalem
Cairo*
PERSIA
EGYPT
Arabian
Sea
INDIAN OCEAN
1240
◄ Mongols destroy Kiev.
(Mongolian archer
on horseback)
1453
< Constantinople falls
to Ottoman Turks.
e r R
ss
1502
Montezuma II takes charge
of the Aztec Empire in
modern-day Mexico.
299
T095
< Pope Urban II (shown
addressing the bishops of France)
launches the first Crusade.
1347
Bubonic plague
devastates
Europe.
I 1 Byzantine Empire
m Kievan Russia
I 1 Seiiuk Empire
m
EXAMINING the ISSUES
• What are the benefits and drawbacks of a military
conquest?
• Why might you choose diplomacy, or intermarriage with an
outside ruling family?
As a class, discuss the various ways to expand an empire. What
option or options will you choose? Explain your decision. As you
read the chapter, think about how empires expand.
How will you expand
your empire ?
You are the new ruler of the Byzantine Empire. Through expansion, you hope to
make the empire even greater. Military conquest is an option, as shown here in
a painting of a Turkish invasion of India. Your diplomats might persuade other
groups to join you. You also know that rulers of several countries outside your
empire would like to see their sons or daughters marry into your family. Now
you must consider the best way to enlarge your empire.
The Byzantine Empire
MAIN IDEA
RELIGIOUS AND ETHICAL
SYSTEMS After Rome split, the
Eastern Empire, known as
Byzantium, flourished for a
thousand years.
WHY IT MATTERS NOW
Byzantine culture deeply
influenced Orthodox Christianity,
a major branch of modern
Christianity.
TERMS & NAMES
• Justinian • patriarch
• Justinian • icon
Code • excommunication
• Hagia Sophia • Cyrillic alphabet
SETTING THE STAGE As you learned in Chapter 6, the Western Roman Empire
crumbled in the fifth century as it was overrun by invading Germanic tribes. By
this time, however, the once great empire had already undergone significant
changes. It had been divided into western and eastern empires, and its capital had
moved east from Rome to the Greek city of Byzantium. The city would become
known as Constantinople after the emperor Constantine, who made it the new cap-
ital in a.d. 330. (Byzantium would remain as the name of the entire Eastern
Empire.) For nearly a thousand years after the collapse of the Western Empire,
Byzantium and its flourishing capital would carry on the glory of Rome.
A New Rome in a New Setting
Roman leaders had divided the empire in 395, largely due to difficulties in
communications between the eastern and the troubled western parts of the
empire. Still, rulers in the East continued to see themselves as emperors for all
of Rome.
In 527, a high-ranking Byzantine nobleman named Justinian succeeded his
uncle to the throne of the Eastern Empire. In an effort to regain Rome’s fading
glory, Justinian in 533 sent his best general, Belisarius (behl* *uh*SAIR*ee*uhs),
to recover North Africa from the invading Germanic tribes. Belisarius and his
forces quickly succeeded.
Two years later, Belisarius attacked Rome and seized it from a group known as
the Ostrogoths. But the city faced repeated attacks by other Germanic tribes.
Over the next 16 years, Rome changed hands six times. After numerous
campaigns, Justinian’s armies won nearly all of Italy and parts of
Spain. Justinian now ruled almost all the territory that Rome
had ever ruled. He could honestly call himself a new Caesar.
Like the last of the old Caesars, the Byzantine emper-
ors ruled with absolute power. They headed not just the
state but the church as well. They appointed and dismissed
bishops at will. Their politics were brutal — and often
deadly. Emperors lived under constant risk of assassina-
tion. Of the 88 Byzantine emperors, 29 died violently, and
13 abandoned the throne to live in monasteries.
▼ A glittering
cross from the
1 1th century,
Byzantine
Empire
TAKING NOTES
Clarifying Use a
cluster diagram to
show Justinian's
accomplishments as
emperor of the
New Rome.
Byzantines, Russians, and Turks Interact 301
Life in the New Rome
A separate government and difficult communications with the West gave the
Byzantine Empire its own character, different from that of the Western Empire. The
citizens thought of themselves as sharing in the Roman tradition, but few spoke
Latin anymore. Most Byzantines spoke Greek.
Having unified the two empires, Justinian set up a panel of legal experts to reg-
ulate Byzantium’s increasingly complex society. The panel combed through 400
years of Roman law. It found a number of laws that were outdated and contradic-
tory. The panel created a single, uniform code known as the Justinian Code . After
its completion, the code consisted of four works.
1. The Code contained nearly 5,000 Roman laws that were still considered
useful for the Byzantine Empire.
2. The Digest quoted and summarized the opinions of Rome’s greatest legal
thinkers about the laws. This massive work ran to a total of 50 volumes.
3 . The Institutes was a textbook that told law students how to use the laws.
4 . The Novellae (New Laws) presented legislation passed after 534.
The Justinian Code decided legal questions that regulated whole areas of
Byzantine life. Marriage, slavery, property, inheritance, women’s rights, and crim-
inal justice were just some of those areas. Although Justinian himself died in 565,
his code served the Byzantine Empire for 900 years.
Creating the Imperial Capital While his scholars were creating the legal code,
Justinian launched the most ambitious public building program ever seen in the
Roman world. He rebuilt the crumbling fortifications of Constantinople, as workers
constructed a 14-mile stone wall along the city’s coastline and repaired the massive
fortifications along its western land border.
Vocabulary
A code is a general
system of laws, and
it stems from the
Latin word codex , ;
meaning "book."
Church o
St. Salvor
in Chora
Cistern
Cistern
Church of
* the Apostles
Cistern
Forum of
Arcadius
Golden
Gate
Constantinople, a.d. 550
INTERACTIVE
Gate of
Charisius
Harbor of
Phosphorion
XV
Forum of X Forum of
the Ox A Constantine Hagia
C3 Forum ofLJ /A Sophi
Theodosius C/ Augd
Hippodrome //tm
. _ Great
Harbor of Harbor of Palace
Thpnrinviuv Julian
Sea Wall
0.5 Mile
Sea of Marmara
1 Kilometer
GEOGRAPHY SKILLBUILDER: Interpreting Maps
Human-Environment Interaction What aspects of Constantinople
might slow an invasion from the west?
a The Ortakoy Mosque towers above modern-
day Constantinople, now called Istanbul.
302 Chapter 1 1
MAIN IDEA
Analyzing Motives
A j Why do you
think governments
so often build mag-
nificent buildings
like Hagia Sophia?
Church building, however, was the emperor’s greatest passion. Justinian viewed
churches as the most visible sign of the close connection between church and
state in his empire. The crowning glory of his reign was Ha gia Sophia
(HAY*ee # uh soh*FEE*uh), which means “Holy Wisdom” in Greek. A church of the
same name had been destroyed in riots that swept Constantinople in 532. When
Justinian rebuilt Hagia Sophia, many visitors hailed it as the most splendid church
in the Christian world.
As part of his building program, Justinian enlarged his palace into a vast complex.
He also built baths, aqueducts, law courts, schools, and hospitals. By the time the
emperor was finished, the city teemed with an almost visible excitement.
Beneath such excitement, a less obvious but vitally important activity took
place: the preservation of Greco-Roman culture. Byzantine families valued educa-
tion — specifically classical learning. Basic courses for Byzantine students focused
on Greek and Latin grammar, and philosophy. The classics of Greek and Roman
literature served as textbooks. Students memorized Homer. They learned geometry
from Euclid, history from Herodotus, and medicine from Galen. The modern world
owes Byzantine scholars a huge debt for preserving many of the great works of
Greece and Rome.
Constantinople's Hectic Pace The main street running
through Constantinople was the Mese (MEHS*ee), or
“Middle Way.” Merchant stalls lined the main street and
filled the side streets. Products from the most distant cor-
ners of Asia, Africa, and Europe passed through these stalls.
Everywhere, food stands filled the air with the smell of their
delicacies, while acrobats and street musicians performed.
Meanwhile, citizens could enjoy free entertainment at the
Hippodrome, which offered wild chariot races and perfor-
mance acts. The Hippodrome (from Greek words meaning
“horse” and “racecourse”) held 60,000 spectators. Fans of
the different teams formed rowdy gangs named for the colors
worn by their heroes.
In 532, two such fan groups sparked citywide riots called
the Nika Rebellion (because the mob cried “Nika!” or
“Victory!”). Both sides were angry with the government.
They felt that city officials had been too severe in putting
down a previous riot of Hippodrome fans. They packed the
Hippodrome and demanded the overthrow of Justinian.
Belisarius, however, broke in with his troops and slaughtered
about 30,000 rebels.
Justinian had considered fleeing during the Nika Rebellion,
but his wife, Theodora, urged him to stay. As her husband’s
steely adviser, Theodora had immense power. She rallied
Justinian to remain in the capital with a fiery speech:
PRIMARY SOURCE
My opinion is that now is a poor time for flight, even though it
bring safety. For any man who has seen the light of day will
also die, but one who has been an emperor cannot endure to
be a fugitive. If now you wish to go, Emperor, nothing prevents
you. There is the sea, there are the steps to the boats. But take
care that after you are safe, you do not find that you would
gladly exchange that safety for death.
THEODORA, quoted by Procopius in History of the Wars
INTEGRATED TECHNOLOGY
Empress Theodora
500-548
The most powerful woman in
Byzantine history rose from deep
poverty. Early in life, Theodora was
an actress. Eventually, she met
Justinian, and in 525, they married.
As empress, Theodora met with
foreign envoys, wrote to foreign
leaders, passed laws, and built
churches. During one political crisis,
Theodora even confiscated the
property of the general Belisarius.
After she died in 548, Justinian was
so depressed that he passed no
major laws for the rest of his reign.
RESEARCH LINKS For more on
Empress Theodora, go to
classzone.com
Byzantines, Russians, and Turks Interact 303
The Empire Falls
After Justinian’s death in 565, the empire suffered countless setbacks. There were
street riots, religious quarrels, palace intrigues, and foreign dangers. Each time the
empire moved to the edge of collapse, it found some way to revive — only to face
another crisis.
The Plague of Justinian The first crisis actually began before Justinian’s death. It
was a disease that resembled what we now know as the bubonic plague. This hor-
rifying illness hit Constantinople in the later years of Justinian’s reign. The plague
probably arrived from India on ships infested with rats. Historians estimate that in
542, the worst year of the plague, 10,000 people were dying every day. The illness
broke out repeatedly until around 700, when it finally faded. By that time, it had
destroyed a huge percentage of the Byzantine population. §/
Attacks from East and West From the very start of its rise to power, Byzantium
faced constant challenges from foreign enemies. Lombards overran Justinian’s
conquests in the west. Avars, Slavs, and Bulgars made frequent raids on the north-
ern borders. The powerful Sassanid Persians attacked relentlessly in the east. The
Persians and Avars struck against Constantinople itself in 626. With the rise of
Islam, Arab armies attacked the city in 674 and once again in 717. Russians
attempted invasions of the city three times between 860 and 1043. In the 1 1th cen-
tury, the Turks took over the Muslim world and fought their way slowly into
Byzantine territory.
The Byzantines used bribes, diplomacy, political marriages, and military power
to keep their enemies at bay. In the seventh century, Emperor Heraclius reorganized
the empire along military lines. Provinces became themes, or military districts.
Each theme was run by a general who reported directly to the emperor. These
strategies, however, could not work forever. Slowly, the Byzantine Empire shrank
under the impact of foreign attacks. By 1350, it was reduced to the tip of Anatolia
and a strip of the Balkans. Yet thanks to its walls, its fleet, and its strategic location,
Constantinople held out for another 100 years. Finally, the city fell to the Ottoman
Turks in 1453.
Making
Inferences
& How might the
plague have helped
make Byzantium
more vulnerable to
foreign attack?
The Church Divides
During the Byzantine Empire, Christianity underwent a dramatic development.
Christianity had begun to develop differently in the Western and Eastern Roman
Empires, due largely to the distance and lack of contact between the two regions.
As the Eastern Empire became Byzantium and flourished, those differences grew
and ultimately split apart the Church.
A Religious Split Eastern Christianity built its heritage on the works of early Church
fathers. One was Saint Basil, who, around 357, wrote rules for the life of monks.
t Saint Basil Here, Saint Basil describes how monks and Christians should behave:
PRIMARY SOURCE
The Christian should not be ostentatious [showy] in clothing or sandals, for all this
is idle boasting. He should wear cheap clothes according to the need of the body.
He should consume nothing beyond what is necessary or which tends to
extravagance, for all this is abuse. He should not strive for honour nor always
seek the first place. Each one should hold all men above himself. He should not
be disobedient. ... He should not be desirous of money, nor treasure up
unnecessary things to no avail. He who approaches God ought to embrace
poverty in all things, and be pierced with the fear of God.
SAINT BASIL, quoted in The Letters
Analyzing
Primary Sources
C/ How might
Saint Basil view a
lavish and extrava-
gant lifestyle?
304 Chapter 1 1
Analyzing Key Concepts
Roman Catholicism and
Eastern Orthodoxy
Originally, Christianity had one church. Because of political conflicts and
differences in belief, the western and eastern parts of the Christian Church
split apart in 1054. The western church became the Roman Catholic Church,
and the eastern church became the Eastern Orthodox Church.
Both churches believe in the gospel of Jesus and in the Bible as interpreted
by their church. They also believe that God uses sacraments to convey his love
to humans. Sacraments are visible signs of something sacred; for instance, the
water used in baptism is a sign of God's power to cleanse people of sin. The
Venn diagram below shows other similarities and differences.
The 11th Century: Comparing Two Churches
Roman Catholic
Services are
conducted in Latin.
The pope has
authority over all
other bishops.
The pope claims
authority over all
kings and emperors.
Priests may not marry.
Divorce is not
permitted.
Similarities
They base their faith
on the gospel of
Jesus and the Bible.
They use sacraments
such as baptism.
Their religious
leaders are priests
and bishops.
They seek to convert
people.
Eastern Orthodox
Services are conducted in
Greek or local languages.
The patriarch and other
bishops head the Church
as a group.
The emperor claims
authority over the patriarch
and other bishops of the
empire.
Priests may be married.
Divorce is allowed under
certain conditions.
ROMAN CATHOLIC AND
EASTERN ORTHODOX
DATA
• U.S. state with highest
percentage of Roman
Catholics: Rhode Island,
51 percent.
2001 American Religious
Identification Survey by Graduate
Center of City University of New York
• U.S. states with highest
percentage of Eastern
Orthodox: New Hampshire
and New Jersey, 0.90 percent
each.
1990 National Survey of Religious
Identification
• Vatican City is an independent
state located in Rome, Italy.
The Roman Catholic Church
claims more than a billion
members worldwide.
Concise Columbia Encyclopedia, third
edition; www.adherents.com
• The largest of the Eastern
Orthodox churches is the
Russian Orthodox Church. It
claims 90 million members
worldwide.
www. adherents, com
• In 2003, the world region
with the largest population
of Roman Catholics:
Latin America, 473,000,000
Encyclopaedia Britannica Book of the
Year 2004
Leaders of the Two Churches
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on Roman Catholicism
and Eastern Orthodoxy, go to classzone.com
Pope Benedict XVI (right) is
the supreme head of the
Roman Catholic Church.
Ecumenical Patriarch
Bartholomew (left) holds a
slightly different position in
the Orthodox Church. Eastern
Orthodox churches pay him
their highest honors because
he heads the ancient Church
of Constantinople, but they
do not consider him their
supreme authority.
• In 2003, the world region with
the largest population of
Eastern Orthodox members:
Europe, 158,450,000
Encyclopaedia Britannica Book of the
Year 2004
Connect to Today
1. Forming and Supporting Opinions
What do you think was the most
important issue dividing the two
churches? Explain your answer.
See Skillbuilder Handbook, page R20.
a
2. Making Predictions Do you think
the schism between the Roman
Catholic Church and the Eastern
Orthodox Church will ever be healed
and the two churches reunited? Why
or why not?
305
Another significant figure was Saint John Chrysostom
(KRIHS*uhs*tuhm). As bishop of Constantinople from 398 to
404, Chrysostom was the patriarch (PAY*tree*AHRK), or leading
bishop of the East. But even the patriarch bowed to the emperor.
A controversy that tested the emperor’s authority over reli-
gious matters broke out in the eighth century. In 730, Emperor
Leo III banned the use of i cons , religious images used by
Eastern Christians to aid their devotions. The emperor viewed
the use of icons as idol worship. People responded with riots,
and the clergy rebelled.
In the West, the pope became involved in this eastern dispute
and supported the use of icons. One pope even ordered the
excommunication of a Byzantine emperor — that is, he
declared the emperor to be an outcast from the Church. In 843, more than 100 years
after the controversy began, Empress Theodora restored icons to Eastern churches.
Differences between the Eastern and Western churches, continued to grow. In 1054,
matters came to a head when the pope and the patriarch excommunicated each other
in a dispute over religious doctrine. Shortly afterward, Christianity officially split
between the Roman Catholic Church in the West and the Orthodox Church in the East.
Byzantine Missionaries Convert the Slavs As West and East grew apart, the two
traditions of Christianity competed for converts. Missionaries from the Orthodox
Church, for example, took their form of Christianity to the Slavs, groups that inhab-
ited the forests north of the Black Sea. Two of the most successful Eastern mission-
aries, Saint Methodius and Saint Cyril (SEER*uhl), worked among the Slavs in the
ninth century. Cyril and Methodius invented an alphabet for the Slavic languages.
With an alphabet, Slavs would be able to read the Bible in their own tongues. Many
Slavic languages, including Russian, are now written in what is called the Cyrillic
(suh*RIHL*ihk) alphabet .
As these missionaries carried out their work, the Slavs themselves were creating
a culture that would form one of history’s most influential countries: Russia.
a (top) An 1 1th-
century silver
chalice displays
the Cyrillic
alphabet,
(bottom) A
closeup of the
alphabet reveals
its likeness to
English.
SECTION
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Justinian • Justinian Code • Hagia Sophia • patriarch • icon • excommunication • Cyrillic alphabet
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. 1
In your opinion, was Justinian
3. How did the Byzantines help to
6. FORMING AND SUPPORTING OPINIONS Do you agree or
a great leader? Why or why
preserve Greco-Roman culture?
disagree with the characterization of Justinian as a new
not?
4. What various methods did the
Caesar? Why?
Byzantines use to hold off their
7. ANALYZING MOTIVES Why do you think Justinian decided
enemies?
the time had come to reform Roman law?
c 2 s ^
5. Why did Eastern Christians
8. DRAWING CONCLUSIONS Why do you think the Justinian
Justinian
rebel against Emperor Leo III
in 730?
Code lasted so long?
9. WRITING ACTIVITY | RELIGIOUS AND ETHICAL SYSTEMS |
Imagine you are a Byzantine missionary attempting to
convert a group of Slavs. Write a speech that you would
give to the group in order to sway them.
CONNECT TO TODAY
CREATING A LIST
Locate the Cyrillic alphabet and make a list of what, if any, letters resemble their English
counterparts. Discuss with the class why this might be.
306 Chapter 1 1
\Wi
rtf
ft K r '
B* ' !*„ -
1 , f
\rf
The Russian Empire
MAIN IDEA
EMPIRE BUILDING Russia grew
out of a blending of Slavic and
Byzantine cultures and adopted
Eastern Orthodox traditions.
WHY IT MATTERS NOW
Early Russia was separated from
the West, leading to a difference
in culture that still exists today.
TERMS & NAMES
• Slavs • Alexander
• Vladimir Nevsky
• Yaroslav the • Ivan III
Wise • czar
SETTING THE STAGE In addition to sending its missionaries to the land of the
Slavs during the ninth century, Byzantium actively traded with its neighbors to
the north. Because of this increased interaction, the Slavs began absorbing many
Greek Byzantine ways. It was this blending of Slavic and Greek traditions that
eventually produced Russian culture.
Russia's Birth
Russia’s first unified territory originated west of the Ural Mountains in the
region that runs from the Black Sea to the Baltic Sea. Hilly grasslands are found
in the extreme south of that area. The north, however, is densely forested, flat,
and swampy. Slow-moving, interconnecting rivers allow boat travel across these
plains in almost any direction. Three great rivers, the Dnieper (NEE*puhr), the
Don, and the Volga, run from the heart of the forests to the Black Sea or the
Caspian Sea. (See the map on page 308.)
In the early days of the Byzantine Empire, these forests were inhabited by
tribes of Slavic farmers and traders. They spoke similar languages but had no
political unity. Sometime in the 800s, small bands of adventurers came down
among them from the north. These Varangians, or Rus as they were also called,
were most likely Vikings. (The name “Russia” is taken from this group.)
Eventually, these Vikings built forts along the rivers and settled among the Slavs.
Slavs and Vikings Russian legends say the Slavs invited the Viking chief Rurik
to be their king. So in 862, he founded Novgorod (NAHV*guh*rahd), Russia’s
first important city. That account is given in The Primary Chronicle, a history of
Russia written by monks in the early 1100s. Around 880, a nobleman from
Novgorod named Oleg moved south to Kiev (KEE*ehf), a city on the Dnieper
River. From Kiev, the Vikings could sail by river and sea to Constantinople.
There they could trade for products from distant lands.
Kiev grew into a principality, a small state ruled by a prince. As it did, the
Viking nobles intermarried with their Slavic subjects and adopted many aspects
of Slavic culture. Gradually, the line between Slavs and Vikings vanished.
Kiev Becomes Orthodox In 957, a member of the Kievan nobility, Princess
Olga, paid a visit to Constantinople and publicly converted to Christianity. From
945 to 964, she governed Kiev until her son was old enough to rule. Her son
TAKING NOTES
Recognizing Effects Use
a chart to show how
Mongol rule affected
different parts of
Russian society.
Nobles
Church
People
Moscow
Princes
Byzantines, Russians, and Turks Interact 307
Norwegians
Novgorod'
BAVARIA
Area of Viking control
Viking invasions
Black Sea
Constantinopl
Crete
Cyprus
u
S
x
SAXONY
■% a ^'n/ a R.
1,000 Kilometers
m
'WE EMPIRE
HL. \
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Human-Environment Interaction Which geographical feature
of Russia did Vikings use to further their invasions?
2. Human-Environment Interaction Besides east, what was the
other basic direction taken by Vikings in their Eastern
European invasions? Why do you think they chose to invade in
that direction?
emperor as supreme ruler of the Church
This report convinced Vladimir to
convert to Byzantine Christianity and to
make all his subjects convert, too. In
989, a baptism of all the citizens of Kiev
was held in the Dnieper River. Kiev,
already linked to Byzantium by trade,
now looked to the empire for religious
guidance. Vladimir imported teachers to
instruct the people in the new faith. All
the beliefs and traditions of Orthodox
Christianity flourished in Kiev. Vladimir
appreciated the Byzantine idea of the
. So the close link between Church and
resisted Christianity. However, soon
after Olga’s grandson Vladimir (VLAD*
uh*meer) came to the throne about 980,
he considered conversion to Christianity.
The Primary Chronicle reports that
Vladimir sent out teams to observe the
major religions of the times. Three of
the teams returned with lukewarm
accounts of Islam, Judaism, and West-
ern Christianity. But the team from
Byzantium told quite a different story:
PRIMARY SOURCE
The Greeks led us to the [buildings] where
they worship their God, and we knew not
whether we were in heaven or on earth.
For on earth there is no such splendor or
such beauty, and we are at a loss how to
describe it. We only know that God dwells
there among men, and ... we cannot
forget that beauty.
from The Primary Chronicle
state took root in Russia as well. &
MAIN IDEA
Analyzing Motives
A; Why might
Vladimir think it
important that all
his subjects
become Christian?
Kiev's Power and Decline
Thanks to its Byzantine ties, Kiev grew from a cluster of crude wooden forts to the
glittering capital of a prosperous and educated people. The rise of Kiev marked the
appearance of Russia’s first important unified territory.
Kievan Russia Vladimir led the way in establishing Kiev’s power. He expanded
his state west into Poland and north almost to the Baltic Sea. He also fought off
troublesome nomads from the steppes to the south.
In 1019, Vladimir’s son Yaroslav the Wise came to the throne and led Kiev to
even greater glory. Like the rulers of Byzantium, Yaroslav skillfully married off his
daughters and sisters to the kings and princes of Western Europe. Those marriages
helped him to forge important trading alliances. At the same time, he created a
legal code tailored to Kiev’s commercial culture. Many of its rules dealt with
crimes against property. Yaroslav also built the first library in Kiev. Under his rule,
Christianity prospered. By the 12th century, Kiev was home to some 400 churches.
308 Chapter 1 1
Kiev's Decline The decline of the Kievan state started with the death of Yaroslav in
1054. During his reign, Yaroslav had made what turned out to be a crucial error. He
had divided his realm among his sons, instead of following the custom of passing
on the throne to the eldest son. Upon their father’s death, the sons tore the state apart
fighting for the choicest territories. And because this system of dividing the king-
dom among sons continued, each generation saw new struggles. The Crusades — the
numerous clashes between Christians and Muslims for control of the Holy Lands of
the Middle East that began in 1095 — added to Kiev’s troubles by disrupting trade.
Then, just when it seemed that things could not get worse, a new threat emerged.
Vocabulary
Khan is the Mongol
word for "ruler."
The Mongol Invasions
the Himalayas to northern Russia.
In 1240, the Mongols attacked and
demolished Kiev. They rode under the
leadership of Batu Khan, Genghis’s
grandson. So many inhabitants were
slaughtered, a Russian historian reported,
that “no eye remained to weep.” A Roman
Catholic bishop traveling through Kiev
five years later wrote, “When we passed
through that land, we found lying in the
field countless heads and bones of dead
people.” After the fall of Kiev, Mongols
ruled all of southern Russia for 200 years.
The empire’s official name was the
“Khanate of the Golden Horde”: Khanate ,
from the Mongol word for “kingdom”;
Golden , because gold was the royal color
of the Mongols; and Horde, from the
Mongol word for “camp.”
Mongol Rule in Russia Under Mongol
rule, the Russians could follow all their
usual customs, as long as they made no
attempts to rebel. As fierce as they were,
the Mongols tolerated all the religions in
their realms. The Church, in fact, often
acted as a mediator between the Russian
people and their Mongol rulers.
'd* lac *£?t
Constantinople
In the middle 1200s, a ferocious group of horsemen from central Asia slashed their
way into Russia. These nomads were the Mongols. (See Chapter 12.) They had
exploded onto the world scene at the beginning of the 1200s under Genghis Khan
(JEHNG*gihs KAHN), one of the most feared warriors of all time.
The Mongols may have been forced to move out by economic or military
pressures. They may have been lured by the wealth of cities to the west.
Whatever their reasons for leaving, they rode their swift horses across the
steppes of Asia and on into Europe. Their savage killing and burning won them
a reputation for ruthless brutality. When Genghis Khan died in 1227, his suc-
cessors continued the conquering that
he had begun. At its fullest extent, the
Mongol Empire stretched from the
Yellow Sea to the Baltic Sea and from
wT %
Novgorod
Moscow
Kiev RUSSIAN
* PRINCIPALITIES
The Khanate of the
Golden Horde, 1294
Vladimir
Jerusalem
KHANATE OF THE
GOLDEN HORDE
Balkhash
Tabriz _ _
F * V f\ H
Maragheh
ILKHANATE
(PERSIA)
CH AG AT Al
KHANATE
Khanate of the Golden Horde
at its greatest extent
□ Other land controlled by
Mongols
G Capital
DELHI
SULTANATE
500 Miles
- -t,000 Kilometers
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Location About how many miles did the Khanate of the
Golden Horde stretch from east to west?
2. Region What role might geography have played in the
Delhi Sultanate's escape from Mongol rule?
Byzantines, Russians, and Turks Interact 309
Analyzing Primary Sources
Resisting Mongol Rule
Although Russians by and large obeyed their Mongol rulers,
pockets of resistance existed, shown by this 1259 diary
entry of a resident of Novgorod.
PRIMARY SOURCE
The same winter the accursed raw-eating Tartars
[Mongols], Berkai and Kasachik, came with their wives,
and many others, and there was great tumult in
Novgorod, and they did much evil in the province,
taking contribution for the accursed Tartars. And the
accursed ones began to fear death; they said to [Prince]
Alexander: 'Give us guards, lest they kill us.' And the
Knayz ordered the son of Posadnik and all the sons of
the Boyars to protect them by night. The Tartars said:
'Give us your numbers for tribute or we will run away
and return in greater strength.' And the common people
would not give their numbers for tribute but said: 'Let
us die honourably for St. Sophia and for the angelic
houses'
Resident of Novgorod, from Medieval Russia
Rebelling Against the Mongols
Resistance against Mongol rule occasionally broke out into
open rebellion, as this account from an anti-Mongol upris-
ing in Tver in 1327 indicates.
PRIMARY SOURCE
The lawless Shevkal, the destroyer of Christianity, . . .
came to Tver, drove the Grand Prince from his court and
entrenched himself there with great haughtiness and
violence. . . . The entire city assembled and the uprising
was in the making. The Tverians cried out and began to
kill the Tartars wherever they found them until they
killed Shevkal and the rest [of his men]. They missed
killing the messengers who were with the horses that
grazed in the meadow [outside the city]. They [the
messengers] saddled their best horses and swiftly
galloped to Moscow and from there to the [Golden]
Horde, where they brought the news of the death of
Shevkal.
Tver Eyewitness Account, from Medieval Russia
DOCUMENT-BASED QUESTIONS
1. Comparing In what way did the reasons for the uprisings in Novgorod and Tver differ?
2. Making Predictions Based on what you have read about the Mongols, what do you think
their response was to the above events of resistance and rebellion?
The Mongols demanded just two things from Russians: absolute obedience and
massive amounts of tribute, or payments. By and large, the Russian nobles agreed.
Novgorod’s prince and military hero Alexander Nevsky , for example, advised his
fellow princes to cooperate with the Mongols. The Russian nobles often crushed
revolts against the Mongols and collected oppressive taxes for the foreign rulers.
Mongol rule isolated the Russians more than ever from their neighbors in
Western Europe. This meant that among other things, the Russians had little access
to many new ideas and inventions. During this period, however, forces were at work
that eventually would lead to the rise of a new center of power in the country, and
to Russia’s liberation.
Russia Breaks Free
The city of Moscow was first founded in the 1100s. By 1156, it was a crude village
protected by a log wall. Nonetheless, it was located near three major rivers: the
Volga, Dnieper, and Don. From that strategic position, a prince of Moscow who
could gain control of the three rivers could control nearly all of European Russia —
and perhaps successfully challenge the Mongols. B,
Moscow's Powerful Princes A line of Russian princes eventually emerged on the
scene who would do just that. During the late 1320s, Moscow’s Prince Ivan I had
earned the gratitude of the Mongols by helping to crush a Russian revolt against
Mongol rule. For his services, the Mongols appointed Ivan I as tax collector of all the
Slavic lands they had conquered. They also gave him the title of “Grand Prince.” Ivan
had now become without any doubt the most powerful of all Russian princes. He also
became the wealthiest and was known as “Ivan Moneybag.”
Analyzing Issues
§> What about
Moscow's location
was significant?
310 Chapter 11
Ivan convinced the Patriarch of Kiev, the leading bishop
of Eastern Europe, to move to Moscow. The move
improved the city’s prestige and gave Moscow’s princes a
powerful ally: the Church. Ivan I and his successors used
numerous strategies to enlarge their territory: land pur-
chases, wars, trickery, and shrewd marriages. From gener-
ation to generation, they schemed to gain greater control
over the small states around Moscow.
An Empire Emerges The Russian state would become a
genuine empire during the long, 43 -year reign of Ivan 111 .
Upon becoming the prince of Moscow, Ivan openly chal-
lenged Mongol rule. He took the name czar (zahr), the
Russian version of Caesar, and publicly claimed his intent
to make Russia the “Third Rome.” (The title “czar”
became official only during the reign of Ivan IV)
In 1480, Ivan made a final break with the Mongols.
After he refused to pay his rulers further tribute, Russian
and Mongol armies faced each other at the Ugra River,
about 150 miles southwest of Moscow. However, neither
side advanced to fight. So, after a time, both armies turned
around and marched home. Russians have traditionally
marked this bloodless standoff as their liberation from
Mongol rule. After this liberation, the czars could openly
pursue an empire.
Such a defeat for the Mongols would have seemed
impossible nearly two centuries earlier, as they pushed
west from present-day China and crushed nearly every-
thing in their path. One of the peoples whom they con-
quered back then was a new group that had risen to power
in Central Asia — the Turks.
History Makers
Ivan III
1440-1505
Those around him often viewed Ivan
as cold, calculating, and ruthless. This
may have been due in part to a diffi-
cult upbringing. Ivan came of age
during a time of great civil strife in
Russia. His father, Grand Prince Vasali
II, was at one point imprisoned and
blinded by opposition forces.
Ivan's cautious and calculating
style drew criticism from Russians
eager for more bold and swift action
against the Mongols. Even a close
aide questioned his tactics. "Would
you surrender Russia to fire and
sword?" he asked the prince. After
Russian forces won the standoff at
the Ugra River, however, such
criticism turned to praise.
I J
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Slavs • Vladimir • Yaroslav the Wise • Alexander Nevsky • Ivan III • czar
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which group fared the worst
under Mongol rule?
Nobles
Church
People
Moscow
Prices
3. How did Yaroslav's decision to
divide his realm among his
sons help cause Kiev's decline?
4. What main demands did the
Mongols make on their Russian
subjects?
5. How did Ivan III lead the
Russians to their independence
from the Mongols?
6. RECOGNIZING EFFECTS How did Vladimir's conversion to
Christianity affect Kiev?
7. FORMING AND SUPPORTING OPINIONS Do you approve
of Nevsky's cooperation with the Mongols? Was his policy
practical or cowardly? Explain.
8. ANALYZING ISSUES How was Ivan I both friend and foe
to the Mongol rulers?
9. WRITING ACTIVITY EMPIRE BUILDING Imagine you are a
reporter for a major Russian newspaper. Write a headline
and lead paragraph about Ivan Ill's standoff with Mongol
forces at the Ugra River and its aftermath.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY
Use the Internet to create a photo gallery of modern-day Moscow.
Possible subjects include the city's architecture, street scenes, and
people.
INTERNET KEYWORD
Moscow photos
Byzantines, Russians, and Turks Interact 311
History through Art
Russian religious art follows an ancient tradition dating back to
the early Church. At first, Christians feared that artwork showing
people might lead to idol worship. Gradually, however, the
Church came to accept the use of icons, or depictions of holy
people. In the West, other types of art eventually replaced the
icon, but the Eastern Orthodox Church still uses icons today.
Icons are painted according to strict rules. This approach
also shaped other religious art in Russia. To construct a church
or create a religious artifact was a sacred task, performed
according to rigid guidelines. Art was not a form of self-
expression.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on
religious art, go to classzone.com
Icon ►
This 12th-century Russian icon
is of the Archangel Gabriel.
According to the Bible, Gabriel
was the messenger who told
the Virgin Mary that she would
give birth to Jesus. In Orthodox
churches, artists must follow
certain rules when making
icons. For example, icons are
always two-dimensional
because they are seen as
windows through which
worshipers can view heaven.
Russian Religious Art
and Architecture
▲ Cross and Illuminated Manuscript ►
The cross above was carved from ivory and shows
the Archangel Michael. In Christian belief, Michael
is the leader of the heavenly hosts and a spiritual
warrior who helped the Israelites. That is why he
is often shown with a sword, as he is here.
The illuminated manuscript was made during
the 15th century and shows a scribe writing out
the Gospel. Illuminated manuscripts were
handwritten books decorated with gold or silver,
vivid colors, elaborate designs, and small pictures.
The word illumination originally referred to the
gold or silver decoration, which made the pages
seem as if light were shining on them.
312 Chapter 11
k+fcf-’tViJ
k'lUM
> *t i *tH i ntu * HH |
Reliquary
This elaborately decorated silver chest is a Russian cathedral
reliquary. Reliquaries are containers that hold sacred relics,
such as the bones of a saint. Most reliquaries are portable,
allowing them to be carried in processions.
Wooden Churches
Located in Varzuga, Russia, the Church of the Dormition
was built in 1674. It is just one of many churches in Russia
made out of wood. These churches were often built on a
hilltop overlooking forests and villages. Roughly cut logs
were used for the walls. However, the designs of the
ceilings were complex and included the use of onion
domes, as shown here. In the Russian Orthodox Church,
onion domes represent heaven.
Connect to Today
1. Making Inferences Why do you
think the archangels Michael and
Gabriel were popular subjects for
Russian religious art?
See Skillbuilder Handbook, Page RIO.
2. Comparing and Contrasting What
types of religious art are common in
our society today? How are they
similar to or different from the art on
these two pages?
313
Turkish Empires
Rise in Anatolia
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
CULTURAL INTERACTION
Turkish people converted to
Islam and founded new empires
that would renew Muslim
civilization.
In the 20th century, the collapse
of the Turkish empire left ethnic
and religious hostilities that still
affect the world.
• Seljuks
• vizier
• Malik Shah
SETTING THE STAGE To the east of Constantinople and south of Russia, the
mighty Muslim empire of the Abbasids had ruled since the eighth century. (See
Chapter 10.) By the mid-tenth century, however, their control of the region would
end as a powerful group known as the Turks emerged.
TAKING NOTES
Clarifying Use a chart
to show important
events and features of
the various occupations
of Baghdad.
Occupiers
Bven+s
Abbasids
Persians
Seljuks
lAonqols
The Rise of the Turks
As powerful as the Abbasids were, they constantly struggled to maintain control
of their empire. Spain broke away in 756, six years after the Abbasids came to
power. After setting up their capital in Baghdad, the
Abbasids lost their grip on other parts of the empire as
well: Morocco in 788 and Tunisia in 800. In 809, they lost
some regions of Persia. Then, in 868, the Abbasids lost
control of Egypt.
Finally, in 945, Persian armies moved into Baghdad and
put an end to the power of the caliph, an Islamic religious
or political leader. Even though the caliph continued as the religious leader of
Islam, he gave up all political power to the new Persian ruler. It wasn’t long,
however, before the Persians themselves fell to a powerful group in the region.
The Conquering Seljuks As early as 1300 b.c., Chinese records mention a
people called the Tu-Kiu living west of their borders. The Tu-Kiu may well
have been the Turks. For centuries, these nomads rode their horses over the vast
plains. They herded goats and sheep, lived in tents, and used two-humped
camels to carry their goods. The Islamic world first met them as raiders and
traders along their northeastern frontiers.
The Abbasids took note of the Turks for their military skills. They began
buying Turkish children to raise as slaves, train as soldiers, and employ as body-
guards. The Abbasids came to prize the slaves for their skill and loyalty. On the
subject, one author wrote, “One obedient slave is better than 300 sons; for the
latter desire their father’s death, the former [desires] long life for his master.”
Over time, Turkish military slaves, or mamelukes, became a powerful force in the
Abbasid Empire.
In the tenth century, a growing number of Turks began converting to Islam and
slowly migrating into the weakened Abbasid Empire. One of the first of these
Black Sea
Constantinople
\ • ANATOLIA
■■ CJ /$■ ‘ •
Mediterranean Sea t
314 Chapter 11
MAIN IDEA
Contrasting
A> What advan-
tages would a
nomadic people
like the Turks have
in fighting settled
people like the
Persians or
Byzantines?
migrating Turkish groups was known as the Seljuks
(SEHL*jooks), after the family that led them. The Seljuks
gradually grew in number and strength. In 1055, they
attacked and captured Baghdad from the Persians.
Nearly 20 years later, the Seljuk sultans marched on the
Byzantine Empire. At the Battle of Manzikert in 1071,
Turkish forces crushed the Byzantine defenders. Within ten
years, the Seljuks occupied most of Anatolia, the eastern
flank of Byzantium. This brought the Turks closer to the
Byzantine capital, Constantinople, than the Arabs or
Persians had ever come. This near conquest of the New
Rome also inspired the name of the Seljuk sultanate of Rum
(from “Rome”). Rum survived in Anatolia after the rest of
the Seljuk Empire had crumbled. &
The Turks Secure Persian Support Back in Baghdad and
its surrounding region, Seljuk rulers wisely courted the sup-
port of their newly conquered Persian subjects. In fact, the
founder of the Seljuk Dynasty, Toghril Beg, chose the Persian
city of Isfahan (fflS*fuh*HAHN) as the capital of his king-
dom. This favorable treatment made the Persians loyal sup-
porters of the Seljuks, and the Turks often appointed them as
government officials. The brilliant Nizam al-Mulk, for
example, was a Persian who served as the vizier , or prime
minister, of the most famous of Seljuk sultans, Malik Shah .
The Turks also showed a great admiration of Persian
learning. The nomadic Seljuks had arrived in Southwest
Asia basically illiterate. They were unfamiliar with the tra-
ditions of Islam, which they had just adopted. As a result,
they looked to their Persian subjects for both cultural and
religious guidance. The Turks adopted Persian as the lan-
guage of culture and adopted features of the Persian way of
life that they so admired. Seljuk rulers were called shahs ,
from the Persian word for a king. They also promoted
Persian writers like the mystical Islamic poet Jalaludin
Rumi, whose poetry is widely read today. Rumi often wrote
of his desire to achieve a personal experience of God.
PRIMARY SOURCE
Burning with longing-fire,
wanting to sleep with my head on your doorsill,
my living is composed only of this trying
to be in your presence.
JALALUDIN RUMI, quoted in Unseen Rain
History Makers
Malik Shah
1055-1092
Malik Shah is thought to be the
greatest of the Seljuk sultans. Among
his achievements, he built the great
mosque Masjid-i-Jame (shown
above) in Isfahan. Malik also
patronized intellectuals and artists
like Omar Khayyam (OH-mahr
kyYAHM), who is most famous today
for the Rubaiyat (ROObeevu-rr). The
Rubaiyat is a collection of poems
describing the poefs love of life's
pleasures. Omar also created a more
accurate calendar for Malik.
Malik Shah was also capable of
great cruelty. When his brother
Takash revolted against him, Malik
punished Takash by blinding him.
Malik Shah died suddenly at the age
of 37, possibly poisoned by his wife.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on Malik
Shah, go to classzone.com
J
Seljuk shahs like the great Malik Shah took pride in supporting Persian artists
and architects. Malik beautified the city of Isfahan, for example, by building many
splendid mosques. The Turks’ political and cultural preference for the Persians
caused the almost complete disappearance of the Arabic language from Persia.
Arabic was kept alive mainly by religious scholars studying the Qur’an.
As a result of their policies, the Seljuks won strong support from the Persians,
who were proud of their long heritage and eager to pass it on. Like other conquer-
ing peoples throughout history, the Seljuk Turks found that they had much to learn
from those whom they had defeated.
Byzantines, Russians, and Turks Interact 315
tfElU v
r 5 ? Wl
r iU
4i||fti |
a This drawing
from an early 13th-
century manuscript
illustrates the
Turkish siege of
a city.
Seljuks Confront Crusaders and Mongols
Malik Shah ruled as the last of the strong Seljuk leaders. After his unexpected
death in 1092, no capable shah appeared to replace him. So, the Seljuk Empire
quickly disintegrated into a loose collection of minor kingdoms. Just at that point,
the West launched a counterattack against the Turks and other Muslims for control
of the Holy Land of the Middle East. This series of military campaigns was known
as the Crusades.
The Seljuks and the Crusaders Pope Urban II launched the First Crusade in
1095. He called on Christians to drive the Turks out of Anatolia and recover
Jerusalem from Muslim rule. Armies from Western Europe soon poured through
Constantinople and proceeded on to Palestine. In 1099, the Crusaders captured
Jerusalem and massacred its Jewish and Muslim inhabitants. They established a
Latin Christian kingdom that lasted about a century. B,
Eventually, a fragment of the former Seljuk Empire gathered enough strength to
fight back. Under their famous Kurdish captain Saladin, the Muslims recovered
Jerusalem in 1187. Eventually, Saladin and his Western opponent King Richard I
of England signed a truce. Their agreement gave Jerusalem to the Muslims but
granted Western pilgrims access to Christian holy places.
Subsequent popes called for further Crusades. But each new military expedition
proved weaker than the last. By the 13th century, the Western powers seemed to
pose little problem for the Turks. It was around this time, however, that a new threat
emerged from the east — the mighty and brutal Mongols.
Seljuks Face the Mongols As you have read previously, the Mongols were a
group of nomadic clans along the Asian steppes. In the early 1200s, they grew into
a unified force under the ruler Genghis Khan and swiftly conquered China.
The Mongol armies eventually turned to the west and leveled any cities that
dared to resist them. They slaughtered whole populations. In 1258, Genghis’s
grandson Hulagu led his troops to the outskirts of Baghdad, which by this time was
surrounded by a defensive wall. The account of what followed by Persian historian
MAIN IDEA
Summarizing
^ Why did the
Crusades take
place?
316 Chapter 11
Wassaf speaks to the Mongols’ fierce and overwhelming
fighting methods:
PRIMARY SOURCE
The arrows and bolts, the lances and spears, the stones from
the slings and catapults of both sides shot swiftly up to heaven,
like the messengers of the prayers of the just, then fell as swiftly,
like the judgements of fate. ... In this way, Baghdad was
besieged and terrorized for fifty days. But since the city still held
out the order was given for baked bricks lying outside the walls
to be collected, and with them high towers were built in every
direction, overlooking the streets and alleys of Baghdad. On top
of these they set up the catapults. Now the city was filled with
the thunder and lightning of striking stones and flaring naphtha
pots. A dew of arrows rained from a cloud of bows and the
population was trampled underfoot. . . . The cry went up, Today
we have no strength against Goliath and his army!'
WASSAF, quoted in The Mongol Empire
When Hulagu finally took Baghdad, he burned down
the caliph’s palace and had tens of thousands of people
killed. Mongol belief forbade the spilling of sacred blood.
So Hulagu executed the last Abbasid caliph by having him
wrapped in a carpet and trampled to death by horses.
With untold brutality, Genghis Khan and his successors
shaped the biggest land empire in history. (See Chapter 12
for more about the Mongol Empire.) The warrior Mongols,
however, knew little about administering their territory. As
a result, their vast empire crumbled in just a few genera-
tions. And out of the rubble of the Mongol Empire rose
another group of Turks — the Ottomans. They would build
an empire that lasted into the 20th century. You will learn
more about the Ottoman Empire in Chapter 18.
Connect ^Today
Turkey
Today, Turkey is a nation located
between Europe and Asia just north
of the Mediterranean Sea. About
80 percent of its residents are
descendants of the Seljuks and
other Turkish groups.
Turkey became a republic in 1923.
Many of today's Turks, like their
ancestors, practice Islam, as
evidenced by the nation's flag
(shown above). It depicts the
crescent and the five-pointed star,
the symbols of the Islamic faith.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY Write about a
cultural practice in Turkey. Go to
classzone.com for your research.
SECTION
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Seljuks • vizier • Malik Shah
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which occupier proved to be
the worst for Baghdad?
Occupiers
Events
Abbasids
Persians
Seljuks
tAonqols
3. Why did the Seljuks need to
seek religious guidance from
the Persian peoples they had
conquered?
4. How did the death of Malik
Shah affect the Seljuk Empire?
5. What agreement did Saladin
and England's King Richard I
reach about Jerusalem?
6. ANALYZING ISSUES In what ways would it be accurate to
say that the Persians actually won over the Turks?
7. FORMING AND SUPPORTING OPINIONS Do you think it is
wise for rulers to place members of conquered peoples
in positions of government? Why or why not?
8. MAKING INFERENCES Based on the observations by the
Persian historian Wassaf, why do you think the Mongols
were such successful conquerors?
9. WRITING ACTIVITY [ CULTURAL INTERACTION | Write several
paragraphs comparing the ways in which the different
groups in this section interacted.
CONNECT TO TODAY
CREATING A SUMMARY
Identify a modern-day Arab poet. Then analyze one of his or her works and write a brief
summary that expresses its main idea.
Byzantines, Russians, and Turks Interact 317
Chapter Assessment
TERMS & NAMES
For each term or name below, briefly explain its connection
to the Byzantine, Russian, and Turkish empires between 500
and 1500.
1. Justinian Code 5. Slavs
2 . Hagia Sophia 6 . Alexander Nevsky
3. patriarch 7. Seljuks
4. icon 8. Malik Shah
MAIN IDEAS
The Byzantine Empire Section 1 (pages 301-306)
9. What were the names and characteristics of the four parts
of the Justinian Code?
10. What were some important features of life in
Constantinople?
11 . Which peoples attacked the Byzantine Empire? What part
of the empire did they invade?
12. What two main religions emerged out of the split in the
Christian Church?
The Russian Empire Section 2 (pages 307-313)
13. What does The Primary Chronicle say about Rurik and the
origin of Novgorod?
14. According to The Primary Chronicle , how did Vladimir
choose Byzantine Christianity?
15. How did Moscow's location contribute to its growth?
16. What event marked Russia's liberation from Mongol rule?
Turkish Empires Rise in Anatolia Section 3 (pages 314-317)
17. In what ways did the Turks show respect for their Persian
subjects?
18. What group eventually conquered the empire established
by the Seljuk Turks?
CRITICAL THINKING
1. USING YOUR NOTES
On a chart, describe several key characteristics about the Vikings,
Turks, and Mongols— all of whom moved into foreign lands.
Where from?
Where settled?
Interactions
with people
Vikings
Turks
Mongols
2. ANALYZING ISSUES
| EMPIRE BUILDING [ What were Justinian's goals in creating his law
code? Why might a leader want to organize the laws?
3. FOLLOWING CHRONOLOGICAL ORDER
Examine the time lines on this page. How many years did the
Byzantine Empire last? How long did it take the Seljuk Empire
to decline after the Seljuks took Baghdad?
4. COMPARING AND CONTRASTING
| CULTURAL INTERACTION! What was different about the way in
which the Seljuk Turks and Mongols interacted with their
subjects?
VISUAL SUMMARY
Byzantium
TtTtl
395
Empire is
officially
divided in two.
Russia
A.D. 300
I
Seljuk Empire
Byzantines, Russians, and Turks
A.D. 900
527
1054
1453
Justinian 1
Christian
Constantinople
becomes
Church
falls to Turks.
emperor.
divides.
A.D. 900
862
Viking chief
Rurik founds
Novgorod.
988
1
1019
1240
Vladimir of
Kiev is at greatest
Kiev falls to
Kiev chooses
power under
the Mongols.
Eastern
Yaroslav the Wise.
Christianity.
A.D. 1500
1480
Ivan III refuses
to pay Mongol
tribute.
A.D. 300
A.D. 900
A.D. 1500
L L 1 JL 1
1 i
! l l 1
900s
Turks begin converting to Islam.
970
Seljuk Turks migrate into Abbasid Empire. 1055
Seljuk armies capture Baghdad.
1092
Malik Shah dies; Seljuk Empire declines.
1071
Seljuks defeat Byzantines at Manzikert.
318 Chapter 11
> STANDARDS-BASED ASSESSMENT
Use this comparison chart of various empires and your
knowledge of world history to answer questions 1 and 2.
Additional Test Practice, pp. S1-S33
Five Empires
Dates
Greatest
Territory*
Greatest
Population**
Persian
550 b.c-330 B.c.
2.0
14.0
Roman
'll B.C.-A.D. 476
3.4
54.8
Byzantine
a.d. 395-A.D.1453
1.4
30.0
Mongol
a.d. 1206-a.d. 1380
11.7
125.0
Aztec
a.d. 1 325-a.d. 1521
0.2
6.0
*
**
Estimated in millions of square miles
Estimated in millions of people
1. Which of the empires shown here lasted the longest?
A. Mongol
B. Roman
C. Persian
D. Byzantine
2 . The population of Byzantium was five times the size of which
empire?
A. Aztec
B. Persian
C. Roman
D. Mongol
Use the quotation and your knowledge of world history to
answer question 3.
PRIMARY SOURCE
On the dawn of the sixth day the pagan warriors began to
storm the city. . . . And the Tartars [Mongols] cut down
many people, including women and children. Still others
were drowned in the river. And they killed without
exception all monks and priests. And they burned this holy
city with all its beauty and wealth. . . . And churches of
God were destroyed, and much blood was spilled on the
holy altars. And not one man remained alive in the city. All
were dead. . . . And this happened for our sins.
ZENKOVSKY, Medieval Russia's Epics ,
Chronicles ; and Tales
3. According to the author, why did the Mongols destroy the city?
A. It was located along a strategic river.
B. The Mongols wanted to make it their new capital.
C. The city's residents had to be punished for their sins.
D. The Mongols sought to wipe out all who opposed their
religion.
INTEGRATED TECHNOLOGY
TEST PRACTICE Go to classzone.com
• Diagnostic tests • Strategies
• Tutorials • Additional practice
ALTERNATIVE ASSESSMENT
1. Interact with History
On page 300, you considered ways of expanding the Byzantine
Empire. Which approach did you choose and why? Now that
you've read about the Byzantine Empire, do you think that you
chose the right strategy? Discuss your present ideas on
enlarging an empire.
2. f\\ WRITING ABOUT HISTORY
| RELIGIOUS AND ETHICAL SYSTEMS | Find a photograph of a holy
place connected with the Byzantine, Russian, or Turkish empire.
Write a two-minute documentary script about the site. Record
your documentary on audio- or videocassette and present it to
the class. Provide the following:
• the meaning or importance of the site
• a brief history of the site
• the beliefs associated with the site
INTEGRATED TECHNOLOGY
Writing an Internet-based Research Paper
Go to the Web Research Guide at classzone.com to learn
about conducting research on the Internet. Then, working with
a partner, use the Internet to find examples of how two
peoples today have influenced each other. Focus on such
characteristics as language, food, clothing, music, social
customs, religion, and systems of government. Present the
results of your research in a well-organized paper. Be sure to:
• apply a search strategy when using directories and search
engines to locate Web resources
• judge the usefulness and reliability of each Web site
• correctly cite your Web sources
• peer edit for organization and correct use of language
Byzantines, Russians, and Turks Interact 319
CHAPTER
Empires in East Asia,
600-1350
Previewing Main Ideas
I RELIGIOUS AND ETHICAL SYSTEMS! Buddhism, which had reached China
from India, spread from China to Japan. Both Hindu and Buddhist
missionaries from India spread their religions across Southeast Asia.
Geography Why might the Khmer Empire , rather than Korea or Japan ,
be more open to influence from India?
| EMPIRE BUILDING | The Tang Dynasty built China into the most powerful
and advanced empire in the world. Later, China fell to another group of
empire builders, the Mongols.
Geography Locate the Great Wall on the map. Why do you think the
Chinese constructed the wall along their northern border?
1 CULTURAL INTERACTION | Chinese culture spread across East Asia,
influencing Korea, Japan, and much of mainland Southeast Asia. The
Mongol conquests led to interaction between settled and nomadic
peoples across Asia.
Geography Why would China tend to exert a strong influence over
other parts of East Asia?
INTEGRATED
1
eEdition
i INTERNET RESOURCES
• Interactive Maps
Go to classzone.com for:
• Interactive Visuals
• Research Links
• Maps
• Interactive Primary Sources
• Internet Activities
• Test Practice
• Primary Sources
• Chapter Quiz
• Current Events
618
Tang Dynasty begins
289-year rule in China
(Tang statuette) ►
630s
800
900s
794
Heian period
begins
in Japan.
935
Koryu Dynasty
controls Korea.
Muhammad unifies
Arabian Peninsula
under Islam,
Charlemagne crowned
Holy Roman Emperor
by pope.
^ Maya
civilization goes into decline.
(Maya stone sculpture)
320
Karakorum
GOBI
DESERT
TAKLIMAKAN
DESERT
Yellow
Sea
mgzhou
TIBET
PACIFIC
OCEAN
' Hainan
Hay of
Bengal
South
China
Sea
Philippines
E3 Japan, 1100
□ Khmer, 1100
03 Koryu Dynasty (Korea), 1100
E \ Mongol homeland. 1200
[ 1 Song IChinal, 1100
l 1 Srhrijaya.1200
I tt Vietnam. 1200
Grand Canal
Great Wall
Borneo
INDIAN
OCEAN
ftotunson Proiectton
1192
Kamakura
Shogunate rules Japan.
(Kamakura period painting) ►
960
Song Dynasty
established
in China.
1279
Kublai Khan
conquers China.
1054
< The pope expels the patriarch of
Constantinople, splitting Christianity into
Roman Catholic and Orthodox branches.
1347
Bubonic plague
strikes Europe.
1324
Mali king Mansa Musa
makes hajj to Mecca.
East and Southeast Asia, 900-1200
ir#ii
p ■ ^ . I
1 fll *
ll : Km*-
mJL
i
321
EXAMINING the ISSUES
Which Chinese invention
would be most useful to
your society?
• Which invention would most improve the quality of life?
• Which might be the most profitable?
• What benefits and drawbacks might there be to introducing
the item into your society?
Discuss these questions with your classmates. In your discussion,
remember what you have learned about the spread of new ideas. As
you read about China in this chapter, see how its ideas spread from
the East to the West.
Gunpowder can be
used for fireworks or
made into explosive
weapons.
is a relatively
nsive and easy-
■\i i rp ci irfpirp fnr
Imagine yourself in the year 1292. You have spent the last 17 years traveling in
China — the world’s most advanced country. Your own civilization is on the other side
of the world. It, too, is very sophisticated, but it lacks many of the innovations you
have seen on your travels.
During your stay in China, you were of great assistance to the emperor. As a
going-away present, he asks you to choose one of the inventions shown here to take
back to your own society. He also will provide you with the knowledge of how to
create the invention of your choice.
The magnetic compass
can help sailors navigate
the open sea.
Silk makes a luxurious cloth-
soft to the touch but also
amazingly strong and warm.
Tang and Song China
MAIN IDEA
EMPIRE BUILDING During the
Tang and Song dynasties, China
experienced an era of prosperity
and technological innovation.
WHY IT MATTERS NOW
Chinese inventions from this
period, such as printing,
gunpowder, and the compass,
changed history.
TERMS & NAMES
• Tang • movable
Taizong type
• Wu Zhao • gentry
SETTING THE STAGE After the Han Dynasty collapsed in a.d. 220, no
emperor was strong enough to hold China together. Over the next 350 years,
more than 30 local dynasties rose and fell. Finally, by 589, an emperor named
Wendi had united northern and southern China once again. He restored a strong
central government. Under the next two dynasties, the Tang and the Song, China
experienced a prolonged golden age. It became the richest, most powerful, and
most advanced country in the world.
The Tang Dynasty Expands China
Wendi declared himself the first emperor of the Sui (sway) Dynasty. The dynasty
lasted through only two emperors, from 581 to 618. The Sui emperors’ greatest
accomplishment was the completion of the Grand Canal. This waterway con-
nected the Huang He and the Chang Jiang. The canal provided a vital route for
trade between the northern cities and the southern rice-producing region of the
Chang delta.
About a million peasant men and women toiled five years to dig the more
than 1,000-mile waterway. Perhaps as many as half of the workers died on this
project. Thousands more toiled and died rebuilding the Great Wall. The endless
labor on state projects turned the people against the Sui Dynasty. Overworked
and overtaxed, they finally revolted. In 618, a member of the imperial court
assassinated the second Sui emperor.
Tang Rulers Create a Powerful Empire While short-lived, the Sui Dynasty
built a strong foundation for the great achievements of the next dynasty, the Tang
(tahng). The Tang Dynasty ruled for nearly 300 years (618-907). The Tang
emperor who began these achievements was Tang Taizong . His brilliant reign
lasted from 626 to 649.
Under the Tang rulers, the empire expanded. Taizong’s armies reconquered the
northern and western lands that China had lost since the decline of the Han
Dynasty. By 668, China had extended its influence over Korea as well. The ruler
during the campaign in Korea was the empress Wu Zhao (woo jow). From about
660 on, she held the real power while weak emperors sat on the throne. Finally,
in 690, Empress Wu assumed the title of emperor for herself — the only woman
ever to do so in China.
TAKING NOTES
Comparing and
Contrasting Use a
Venn diagram to note
the similarities and
differences between the
Tang and Song dynasties.
Empires in East Asia 323
History Makers
Tang Taizong 600-649
The man who restored
China to its glory was a
distinguished general
named Li Shimin. He
seized the imperial throne
in 626 after killing his
brothers and forcing his
father, the first Tang
emperor, to step aside. As
emperor, Li Shimin took
the title Taizong, meaning "Great Ancestor"
Taizong's military campaigns extended
China's borders north to Manchuria, south to
Vietnam, and west to the Aral Sea. At home,
aided by his gifted advisers, Taizong reformed
the government organization and law code.
These became models for all of East Asia.
Wu Zhao 625-705
At the age of 13, the
beautiful Wu Zhao arrived
at the court of Tang
Taizong to become one of
the emperor's secondary
wives. After Taizong's
death, she became a
favored wife of his son
and successor. Wu Zhao
soon rose above rival
wives and became the
emperor's chief wife, or empress.
For many years, Empress Wu virtually ruled
China on behalf of her sickly husband. After
his death, two of their sons briefly held the
throne. Frustrated by their lack of ability, she
took the throne herself at the age of 65. She
was 80 when she finally lost power. A strong
leader, Wu Zhao continued the work begun
by Taizong to build and expand China.
Tang rulers further strengthened the central
government of China. They expanded the network of
roads and canals begun by the Sui. This helped to pull
the empire together. They also promoted foreign
trade and improvements in agriculture.
Scholar-Officials To manage their large empire,
the Tang rulers needed to restore China’s vast
bureaucracy. They did this by reviving and expand-
ing the civil service examination system begun by
the Han Dynasty. The relatively few candidates
who passed the tough exams became part of an elite
group of scholar-officials.
In theory, the exams were open to all men, even
commoners. However, only the wealthy could
afford the necessary years of education. Also, men
with political connections could obtain high posi-
tions without taking the exams. Despite these
flaws, the system created a remarkably intelligent
and capable governing class in China. Before the
Tang Dynasty, a few noble families dominated the
country. As the examination system grew in impor-
tance, talent and education became more important
than noble birth in winning power. As a result,
many moderately wealthy families shared in
China’s government. A,
The Tang Lose Power To meet the rising costs of
government, Tang rulers imposed crushing taxes in
the mid-700s. These brought hardship to the people
but failed to cover the costs of military expansion
and new building programs.
Moreover, the Tang struggled to control the vast
empire they had built. In 751, Muslim armies
soundly defeated the Chinese at the Battle of Talas.
As a result, Central Asia passed out of Chinese con-
trol and into foreign hands. After this time, border
attacks and internal rebellions steadily chipped
away at the power of the imperial government.
Finally, in 907, Chinese rebels sacked and burned
the Tang capital at Ch’ang-an and murdered the last
Tang emperor, a child.
MAIN IDEA
Recognizing
Effects
A/ What resulted
from the revival
and expansion of
the civil service
system?
The Song Dynasty Restores China
After the fall of the Tang Dynasty, rival warlords divided China into separate
kingdoms. Then, in 960, an able general named Taizu reunited China and pro-
claimed himself the first Song (sung) emperor. The Song Dynasty, like the Tang,
lasted about three centuries (960-1279). Although the Song ruled a smaller empire
than either the Han or the Tang, China remained stable, powerful, and prosperous.
Song armies never regained the western lands lost after 751. Nor did they regain
northern lands that had been lost to nomadic tribes during the Tang decline. For a
time, Song emperors tried to buy peace with their northern enemies. They paid
hefty annual tributes of silver, silk, and tea. This policy, however, ultimately failed
324 Chapter 12
to stop the threat from the north. In the early 1100s, a Manchurian people called
the Jurchen conquered northern China and established the Jin Empire. The Jurchen
forced the Song to retreat south across the Huang He. After 1 127, the Song emperors
ruled only southern China.
The Song rulers established a grand new capital at Hangzhou, a coastal city south
of the Chang Jiang. Despite its military troubles, the dynasty of the Southern Song
(1127-1279) saw rapid economic growth. The south had become the economic
heartland of China. Merchants in southern cities grew rich from trade with Chinese
in the north, nomads of Central Asia, and people of western Asia and Europe.
An Era of Prosperity and Innovation
During the Tang and Song dynasties, China’s population nearly doubled, soaring to
100 million. By the Song era, China had at least ten cities with a population of
1 million each. China had become the most populous country in the world. It also
had become the most advanced.
MAIN IDEA
Making
Inferences
§> How might the
spread of mathe-
matical ideas from
China affect other
countries?
Science and Technology Artisans and scholars made
important technological advances during the Tang and Song
eras. Among the most important inventions were movable
type and gunpowder. With movable typ e, a printer could
arrange blocks of individual characters in a frame to make
up a page for printing. Previously, printers had carved the
words of a whole page into one large block. The develop-
ment of gunpowder, in time, led to the creation of explosive
weapons such as bombs, grenades, small rockets, and can-
nons. Other important inventions of this period include
porcelain, the mechanical clock, paper money, and the use
of the magnetic compass for sailing. (See the Social History
feature on pages 328-329.)
The 1000s to the 1200s was a rich period for Chinese
mathematics. The Chinese made advances in arithmetic and
algebra. Many mathematical ideas, such as using negative
numbers, spread from China southward and westward. B;
Agriculture The rapid growth of China resulted in part
from advances in farming. Farmers especially improved the
cultivation of rice. In about the year 1000, China imported a
new variety of fast-ripening rice from Vietnam. This allowed
the farmers to harvest two rice crops each year rather than
one. To make sure that farmers knew about this improved
variety, Chinese officials distributed seedlings throughout
the country. The agricultural improvements enabled China’s
farmers to produce more food. This was necessary to feed
the rapidly expanding population in the cities.
Trade and Foreign Contacts Under the Tang and Song
emperors, foreign trade flourished. Tang imperial armies
guarded the great Silk Roads, which linked China to the
West. Eventually, however, China lost control over these
routes during the long Tang decline. After this time, Chinese
merchants relied increasingly on ocean trade. Chinese
advances in sailing technology, including use of the mag-
netic compass, made it possible for sea trade to expand. Up
and down China’s long coastline, the largest port cities in the
Connect /oToday
Acupuncture
During the Song Dynasty, the Chinese
carefully studied human anatomy
and created charts and models of the
body. These helped to improve the
practice of acupuncture, a system of
treatment that involves inserting
slender needles into the body at
specific points, depending on the
nature of the problem.
In recent years, this ancient
practice has gained some acceptance
in mainstream Western medicine.
More and more practicing doctors are
seeking training in acupuncture
methods. And mainstream doctors
are increasing their referrals to
acupuncture specialists. In 2001
alone, Americans made about 20
million visits to acupuncturists,
seeking treatment for everything from
migraine headaches to drug
dependency.
Empires in East Asia 325
world bustled with international trade. Merchant ships carried trade goods to Korea
and Japan. They sailed across the Indian Ocean to India, the Persian Gulf, and even
the coast of Africa. Chinese merchants established trading colonies around Southeast
Asia. Many foreign traders, mostly Arabs, resided in Chinese cities. Through trade
and travel, Chinese culture spread throughout East Asia. One major cultural export
was Buddhism. This religion spread from China to Vietnam, Korea, and Japan. The
exchange of goods and ideas was two-way. For example, foreign religions, including
Islam and some Eastern sects of Christianity, spread to China and won followers.
A Golden Age of Poetry and Art The prosperity of the Tang and Song dynasties
nourished an age of artistic brilliance. The Tang period produced great poetry. Two
of its most celebrated poets were Li Bo, who wrote about life’s pleasures, and Tu
Fu, who praised orderliness and Confucian virtues. Tu Fu also wrote critically
about war and the hardships of soldiers. Once he himself was captured by rebels
and taken to Ch’ang-an, the capital city. He had sent his family to the village of
Fuzhou for safety. Here he describes their separation:
PRIMARY SOURCE
The same moon is above Fuzhou tonight;
From the open window she will be watching it alone,
The poor children are too little to be able to remember Ch'ang-an.
Her perfumed hair will be dampened by the dew, the air may be too chilly
on her delicate arms.
When can we both lean by the wind-blown curtains and see the tears dry on
each other's face?
TU FU, "Moonlight Night"
Analyzing
Primary Sources
£/What themes
does Tu Fu explore
in this poem?
Birds and flowers
were favorite
subjects for Song
painters. ▼
Chinese painting reached new heights of beauty during the Song Dynasty.
Painting of this era shows Daoist influence. Artists emphasized the beauty of nat-
ural landscapes and objects such as a single branch or flower. The artists did not
use bright colors. Black ink was their favorite paint. Said one Song artist, “Black
is ten colors.”
326 Chapter 12
MAIN IDEA
Making
Inferences
Qy How did the
practice of foot
binding reflect the
changing status of
Chinese women?
Changes in Chinese Society
China’s prosperity produced many social changes during the Tang and Song periods.
Chinese society became increasingly mobile. People moved to the cities in growing
numbers. The Chinese also experienced greater social mobility than ever before. The
most important avenue for social advancement was the civil service system.
Levels of Society During Tang and Song times, the power of the old aristocratic
families began to fade. A new, much larger upper class emerged, made up of
scholar-officials and their families. Such a class of powerful, well-to-do people is
called the gentry . The gentry attained their status through education and civil serv-
ice positions rather than through land ownership. Below the gentry was an urban
middle class. It included merchants, shopkeepers, skilled artisans, minor officials,
and others. At the bottom of urban society were laborers, soldiers, and servants. In
the countryside lived the largest class by far, the peasants. They toiled for wealthy
landowners as they had for centuries.
The Status of Women Women had always been subservient to men in Chinese
society. Their status further declined during the Tang and Song periods. This was
especially true among the upper classes in cities. There a woman’s work was
deemed less important to the family’s prosperity and status. Changing attitudes
affected peasant families less, however. Peasant women worked in the fields and
helped produce their family’s food and income.
One sign of the changing status of women was the new custom of binding the
feet of upper-class girls. When a girl was very young, her feet were bound tightly
with cloth, which eventually broke the arch and curled all but the big toe under. This
produced what was admiringly called a “lily-foot.” Women with bound feet were
crippled for life. To others in society, such a woman reflected the wealth and pres-
tige of her husband, who could afford such a beautiful but impractical wife. JJ/
The social, economic, and technological transformations of the Tang and Song
periods permanently shaped Chinese civilization. They endured even as China
fell to a group of nomadic outsiders, the Mongols, whom you will learn about in
Section 2.
1 SECTION
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Tang Taizong • Wu Zhao • movable type • gentry
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. How are the accomplishments
3. How did the Tang Dynasty
6. RECOGNIZING EFFECTS What impact did improvements in
of the two dynasties similar?
benefit from the accomplish-
ments of the Sui?
4. What steps did the Tang take to
restore China's bureaucracy?
transportation have on Tang and Song China?
7. FORMING AND SUPPORTING OPINIONS "Gaining power
depends on merit, not birth." Do you agree with this view
of China under the Tang and Song? Explain.
T ang onhf
5. Describe the urban social
8. PRIMARY SOURCES How do the feelings expressed in Tu
Perth
classes that emerged during
Fu's poem on page 326 still relate to life today?
Song onhi
the Tang and Song periods.
9. WRITING ACTIVITY I EMPIRE BUILDING Write two short
paragraphs, one discussing how Tang and Song
emperors strengthened China's empire, and the other
discussing how they weakened it.
CONNECT TO TODAY
CREATING A LIST
Gunpowder is used in the making of fireworks. Conduct research to find interesting facts about
fireworks in the United States— the number produced in a year, the amount of gunpowder in a
typical firework, and so on. Present your findings in a list titled "Fun Facts About Fireworks."
Empires in East Asia 327
INTEGRATED TECHNOLOGY
Tang and Song China:
People and Technology
The Tang and Song dynasties were eras of major technological
advancement in China. The technologies improved China as a country
and, in turn, helped people conduct their daily business.
Much of China’s technology spread to other parts of the world
where it improved the lives of the people living there. The table on
this page identifies some of that movement.
RESEARCH LINKS For more on Tang
and Song China, go to classzone.com
Porcelain ►
Marco Polo was the first to describe the pottery found in China as
porcelain. The plain piece shown here is an early example of porcelain
work from the Song Dynasty. A piece like this might be used daily. Later
porcelain work, such as the distinctive blue and white porcelain of the Ming
Dynasty, became more decorative. Porcelain, however, was a luxury reserved
for the middle and upper classes of Chinese society.
Inventions of Tang and Song China
Porcelain
Late 700s
Description
Impact
Bone-hard, white ceramic made of a special
clay and a mineral found only in China
Became a valuable export-so associated
with Chinese culture that it is now called
china; technology remained a Chinese
secret for centuries
Mechanical
clock
700s
Clock in which machinery (driven by running
water) regulated the movements
Early Chinese clocks short-lived; idea for
mechanical clock carried by traders to
medieval Europe
Printing
Block printing: 700s
Movable type: 1040
Block printing: one block on which a whole
page is cut; movable type: individual char-
acters arranged in frames, used over and over
Printing technology spread to Korea and
Japan; movable type also developed later
in Europe
Explosive powder
800s
Made from mixture of saltpeter, sulfur, and
charcoal
First used for fireworks, then weapons;
technology spread west within 300 years
Paper money
1020s
Paper currency issued by Song government to
replace cumbersome strings of metal cash
used by merchants
Contributed to development of large-
scale commercial economy in China
Magnetic
compass (for
navigation)
1100s
Floating magnetized needle that always points
north-south; device had existed in China for
centuries before it was adapted by sailors for
use at sea
Helped China become a sea power;
technology quickly spread west
SKILLBUILDER: Interpreting Charts
1. Making Inferences Which inventions eventually affected warfare and exploration ?
2. Forming and Supporting Opinions Which of these inventions do you think had the greatest impact on history? Why?
328
Movable Type T
Traditionally, an entire page of characters was carved into a block
of wood from which prints were made. Pi Sheng, a Chinese
alchemist, came up with the idea of creating individual characters
that could be reused whenever needed. Later, a government
official created rotating storage trays for the characters.
As you have read, Tang rulers restored China's system of
scholar-officials. Thus, education and printed materials became
important to a larger part of Chinese society.
The trays allowed the typesetter to
quickly find the characters. The
typesetter would then order the
characters in a tray that would be used
to produce the printed pages. The two
wheels held about 60,000 characters.
LEGACY OF TANG AND
SONG CHINA
Printing
• U.S. publishers produced
122,108 books in 2000.
• The Library of Congress, the
largest library in the world, has
over 18 million books.
• The world's best-selling book is
the Bible. Since 1815, around
2.5 billion copies of the Bible
have been sold.
Porcelain
• The United States imported
423,041 one-piece toilet bowls
and tanks in 2002. Of those,
302,489 came from China.
• In 2001, a Chinese newspaper
reported the production of
possibly the world's largest
porcelain kettle— just under
10 feet tall, about 6 feet in
diameter, and weighing
1.5 tons.
Explosive Powder
• In 2002, the United States
imported over 90 percent of its
fireworks from China.
• The largest single firework was
used at a Japanese festival in
1988. It weighed over 1,000
pounds, and its burst was over
half a mile wide.
Explosive Powder ►
Around a.d. 900, Chinese alchemists first
discovered that the right mixture of
saltpeter, sulfur, and charcoal could be
explosive. The Chinese initially used the
powder for fireworks, then for military
applications. It is now commonly referred
to as gunpowder.
The device shown here is a modern
reproduction of an ancient rocket launcher.
The Chinese tied gunpowder charges to
arrows, balanced them, and placed them
in a holder. The holder helped aim the
rockets, and its flared shape spread the
rockets over a large area.
Connect to Today
1. Forming and Supporting Opinions
Of all the inventions listed on these
pages, which do you think had the
most lasting impact? Why?
See Skillbuilder Handbook, page R20.
2. Hypothesizing What are some
modern inventions that you believe
will still have an impact 1,000 years
from now?
329
The Mongol Conquests
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
EMPIRE BUILDING The
The Mongols built the largest
• pastoralist
• Pax
Mongols, a nomadic people from
unified land empire in world
• clan
Mongolica
the steppe, conquered settled
history.
• Genghis Khan
societies across much of Asia.
SETTING THE STAGE While the Chinese prospered during the Song Dynasty,
a great people far to the north were also gaining strength. The Mongols of the
Asian steppe lived their lives on the move. They prided themselves on their skill
on horseback, their discipline, their ruthlessness, and their courage in battle.
They also wanted the wealth and glory that came with conquering mighty
empires. This desire soon exploded into violent conflict that transformed Asia
and Europe forever.
TAKING NOTES
Following Chronological
Order Use a chart to list
the series of events
leading to the creation
of the Mongol Empire.
Nomads of the Asian Steppe
A vast belt of dry grassland, called the steppe, stretches across the landmass of
Eurasia. The significance of the steppe to neighboring civilizations was twofold.
First, it served as a land trade route connecting the East and the West. Second, it
was home to nomadic peoples who frequently swept down on their neighbors to
plunder, loot, and conquer.
Geography of the Steppe There are two main expanses of the Eurasian steppe.
The western steppe runs from Central Asia to eastern Europe. It was the original
home of some of the ancient invaders you have read about, including the Hittites.
The eastern steppe, covering the area of present-day Mongolia, was the first
home of the Huns, the Turks, and the Mongols.
Very little rain falls on the steppe, but the dry, windswept plain supports short,
hardy grasses. Seasonal temperature changes can be dramatic. Temperatures in
Mongolia, for example, range from -57°F in winter to 96°F in the summer.
Rainfall is somewhat more plentiful and the
climate milder in the west than in the east.
For this reason, movements of people have
historically tended to be toward the west
and the south.
The Nomadic Way of Life Nomadic peo-
ples were pastoralists — that is, they
herded domesticated animals. They were
constantly on the move, searching for good
pasture to feed their herds. But they did not
wander. Rather, they followed a familiar
SIBERIA
1,000 Miles
T~1 [I , ,
A
Moscow
EUROPE
*Kiev
Constantinopli
Samarkand
ASIA
Kashgar
2,000 kilometers
EASTERN
Karakorum" STEPPE
GOBI DESERT **
Beijing"
CHINA
Kaifeng"
INDIA
330 Chapter 12
MAIN IDEA
Making Inferences
A . How might a
strong, organized
empire defend its
frontier?
seasonal pattern and returned on a regular basis to the same campsites. Keeping
claim to land that was not permanently occupied was difficult. Battles frequently
arose among nomadic groups over grassland and water rights.
Asian nomads practically lived on horseback as they followed their huge herds
over the steppe. They depended on their animals for food, clothing, and housing.
Their diet consisted of meat and mare’s milk. They wore clothing made of skins
and wool, and they lived in portable felt tents called yurts.
Steppe nomads traveled together in kinship groups called clans . The members
of each clan claimed to be descended from a common ancestor. Different clans
sometimes came together when they needed a large force to attack a common
enemy or raid their settled neighbors.
Steppe Nomads and Settled Societies The differing ways
of life of nomadic and settled peoples resulted in constant
interaction between them. Often, they engaged in peaceful
trade. The nomads exchanged horses, for example, for basic
items they lacked, such as grain, metal, cloth, and tea.
Nomads were accustomed to scarcity and hardship. They
prided themselves on their toughness. However, they were
sometimes tempted by the rich land and relative wealth of
townspeople and took what they wanted by force. As a result,
settled peoples lived in constant fear of raids.
Time and again in history, nomadic peoples rode out of
the steppe to invade border towns and villages. When a state
or empire was strong and organized, it could protect its fron-
tier. If the state or empire became divided and weak, the
nomads could increase their attacks and gain more plunder.
Occasionally, a powerful nomadic group was able to con-
quer a whole empire and become its rulers. Over genera-
tions, these nomadic rulers often became part of the
civilization they conquered. A
The Rise of the Mongols
For centuries, the Mongol people had roamed the eastern
steppe in loosely organized clans. It took a military and
political genius to unite the Mongols into a force with a
single purpose — conquest.
Genghis Khan Unites the Mongols Around 1200, a
Mongol clan leader named Temujin sought to unify the
Mongols under his leadership. He fought and defeated his
rivals one by one. In 1206, Temujin accepted the title
Genghis Khan , or “universal ruler” of the Mongol clans.
Over the next 21 years, Genghis led the Mongols in
conquering much of Asia. His first goal was China. After
invading the northern Jin Empire in 1211, however, his
attention turned to the Islamic region west of Mongolia.
Angered by the murder of Mongol traders and an ambas-
sador at the hands of the Muslims, Genghis launched a
campaign of terror across Central Asia. The Mongols
destroyed one city after another — Utrar, Samarkand,
Bukhara — and slaughtered many inhabitants. By 1225,
Central Asia was under Mongol control.
History Makers
Genghis Khan 11627-1227
Temujin, according to legend, was
born with a blood clot in his fist. In
his lifetime, his hands were often
covered with the blood of others.
When Temujin was about nine, the
Tatars, a rival people, poisoned his
father. For a time, he and his family
lived in extreme poverty, abandoned
by their clan. When in manhood he
fought and defeated the Tatars, he
slaughtered every male taller than a
cart axle.
While driven by revenge, Genghis
also loved conquest. He once
remarked to his personal historian:
Man s greatest good fortune is to
chase and defeat his enemy, seize
his total possessions, leave his
married women weeping and
wailing, [and] ride his [horse].
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on
Genghis Khan, go to classzone.com
^ — - J
Empires in East Asia 331
Genghis the Conqueror Several characteristics lay behind Genghis Khan’s
stunning success as a conqueror. First, he was a brilliant organizer. He assembled
his Mongol warriors into a mighty fighting force (see below). Following the model
of the Chinese military, Genghis grouped his warriors in armies of 10,000. These
in turn were organized into 1,000-man brigades, 100-man companies, and 10-man
squads. He put his most battle-proven and loyal men in command of these units.
Second, Genghis was a gifted strategist. He used various tricks to confuse his
enemy. Sometimes, a small Mongol cavalry unit would attack, then pretend to gal-
lop away in flight. The enemy usually gave chase. Then the rest of the Mongol army
would appear suddenly and slaughter the surprised enemy forces.
Finally, Genghis Khan used cruelty as a weapon. He believed in terrifying his
enemies into surrender. If a city refused to open its gates to him, he might kill
the entire population when he finally captured the place. The terror the Mongols
inspired spread ahead of their armies, which led many towns to surrender with-
out a fight. As one Arab historian wrote, “In the countries that have not yet been
overrun by them, everyone spends the night afraid that they may appear
there too.” ig,
MAIN IDEA
Summarizing
!b What were
some of the tactics
Genghis Khan used
in war?
The Mongol Empire
Genghis Khan died in 1227 — not from violence, but from illness. His successors
continued to expand his empire. In less than 50 years, the Mongols conquered ter-
ritory from China to Poland. In so doing, they created the largest unified land
empire in history. (See the map on page 334.)
History n Depth
A Mighty Fighting Force
Mongol soldiers were superb horsemen, having
spent all their lives in the saddle. Annual game
roundups gave young men the chance to practice
skills they would use in battle and gave their
leaders the opportunity to spot promising warriors.
When on the move, each soldier was accompanied
by three extra horses. By changing mounts, soldiers
could stay in the saddle for up to ten days and
nights at a time. When charging toward a target,
they covered as much as 120 miles a day. If food
was scarce, a Mongol soldier might make a small
gash in the neck of one of his horses and sustain
himself by drinking the blood.
A key to Mongol horsemanship was the stirrup,
which was invented on the steppe in the second
century b.c. Stirrups enabled a mounted warrior
to stand, turn, and shoot arrows behind him.
332 Chapter 12
The cavalry warrior'
included leather arr
a dagger, a bow an<
and his stout, sturd'
Under his armor, each
cavalry warrior wore silk
underwear, which arrows
often did not pierce. The
warriors could use the silk
to help pull the arrow
cleanly out of a wound.
The Khanates After Genghis’s death, his sons and grandsons continued the
campaign of conquest. Armies under their leadership drove south, east, and west out
of inner Asia. They completed their conquest of northern China and invaded Korea.
They leveled the Russian city of Kiev and reached the banks of the Adriatic Sea. The
cities of Venice and Vienna were within their grasp. However, in the 1250s the
Mongols halted their westward campaign and turned their attention to Persia. By
1260, the Mongols had divided their huge empire into four regions, or khanates. (See
the map on page 334.) These were the Khanate of the Great Khan (Mongolia and
China), the Khanate of Chagatai (Central Asia), the Ilkhanate (Persia), and the
Khanate of the Golden Horde (Russia). A descendant of Genghis ruled each khanate.
The Mongols as Rulers Many of the areas invaded by the Mongols never
recovered. The populations of some cities were wiped out. In addition, the Mongols
destroyed ancient irrigation systems in areas such as the Tigris and Euphrates val-
leys. Thus, the land could no longer support resettlement. While ferocious in war,
the Mongols were quite tolerant in peace. They rarely imposed their beliefs or way
of life on those they conquered. Over time, some Mongol rulers even adopted
aspects of the culture of the people they ruled. The Ilkhans and the Golden Horde,
for example, became Muslims. Growing cultural differences among the khanates
contributed to the eventual splitting up of the empire.
The Mongol Peace From the mid-1200s to the mid-1300s, the Mongols imposed
stability and law and order across much of Eurasia. This period is sometimes called
the Pax Mongolica , or Mongol Peace. The Mongols guaranteed safe passage for
trade caravans, travelers, and missionaries from one end of the empire to another.
Mongol women took primary responsibility
for the needs of the camp, milked the
livestock, and treated the wounded. Some
also fought as warriors.
A Mongol army was like a moving city. The
cavalry of 10,000 was accompanied by an even
greater number of family members and by tens
of thousands of horses and livestock. When
attacking, however, the warriors would leave
the caravan, separate into different groups, and
attack their enemy on multiple fronts.
The khan and other leaders
had great mobile yurts
by teams of oxen.
SKILLBUILDER:
Interpreting Visual Sources
Making Inferences Name at least three
things that allowed the Mongol army to
be self-sufficient
333
Moscow
, / RUSSIAN
* PRINCIPALITIES
e L. Baikal
STEPPE
Karakorum
Constantim
nr
leijing
GOBI
DESERT
L. Balkhash
Yellow
Sea
Balasaghun
CHAGATAI
fashkent KHANATE
a Kashgar
^ East
China
Sea
Kaifeng
A HangzhoiT
Bukhara^ V
Samarkam
Baghdai
Lhasa
f Tl a yA S
2,000 Kilometers 1
Bay of
Bengal
The Mongol Empire, 1294
INTERACTIVE
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Region What khanate controlled Russia? Persia? Korea?
2. Region What parts of Asia did the Mongols fail to control?
— " Border of Mongol Empire
Campaigns of Genghis Khan
— ► Campaigns of his successors
Route of Marco Polo
n-n. Great Wall
Trade between Europe and Asia had never been more active. Ideas and inventions
traveled along with the trade goods. Many Chinese innovations, such as gunpowder,
reached Europe during this period.
Other things spread along with the goods and the ideas. Some historians speculate
that the epidemic of bubonic plague that devastated Europe during the 1300s was
first spread by the Mongols. (See Chapter 14.) The disease might have traveled
along trade routes or have been passed to others by infected Mongol troops.
For a brief period of history, the nomadic Mongols were the lords of city-based
civilizations across Asia, including China. As you will read in Section 3, China
continued to thrive under Mongol rule.
SECTION
O
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• pastoralist • clan • Genghis Khan • Pax Mongolica
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which of the listed events do
you think is the most
important? Why?
Genghis Khan
unites
Mongols
3. In what ways did steppe
nomads and the people of
neighboring settled societies
interact?
4. Why was terror an important
weapon for Genghis Khan?
5. What happened to the Mongol
Empire in the years after
Genghis Khan's death?
6. MAKING INFERENCES What characteristics of their culture
do you think contributed to the Mongols' military
success? Explain your response.
7. ANALYZING MOTIVES What do you think drove Genghis
Khan to conquer a great empire? Explain your answer.
8. FORMING AND SUPPORTING OPINIONS "The Mongols
were great conquerors but poor rulers." Do you agree
with this statement? Why or why not?
9. WRITING ACTIVITY CULTURAL INTERACTION | Write a brief
essay discussing the impact of interaction between the
Mongols and the various cultures that they conquered.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY
Today, most Mongols live in the country of Mongolia. Use the Internet to INTERNET KEYWORD
find information on Mongolian ways of life. Then create an illustrated Mongolia
report comparing ways of life today and in Genghis Khan's time.
334 Chapter 12
The Mongol Empire
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
CULTURAL INTERACTION
As emperor of China, Kublai
Khan encouraged foreign trade.
The influence of Chinese ideas
on Western civilization began
with the Mongols' encourage-
ment of trade.
• Kublai Khan • Marco Polo
SETTING THE STAGE Kublai Khan , the grandson of Genghis Khan, assumed
the title Great Khan in 1260. In theory, the Great Khan ruled the entire Mongol
Empire. In reality, the empire had split into four khanates. Other descendants of
Genghis ruled Central Asia, Persia, and Russia as semi-independent states. So,
Kublai focused instead on extending the power and range of his own khanate,
which already included Mongolia, Korea, Tibet, and northern China. To begin,
however, he had to fulfill the goal of his grandfather to conquer all of China.
Kublai Khan Becomes Emperor
The Chinese held off Kublai’s attacks for several years. However, his armies
finally overwhelmed them in 1279. Throughout China’s long history, the Chinese
feared and fought off invasions by northern nomads. China sometimes lost terri-
tory to nomadic groups, but no foreigner had ever ruled the whole country. With
Kublai’s victory, that changed.
Beginning a New Dynasty As China’s new emperor, Kublai Khan founded a
new dynasty called the Yuan (yoo*AHN) Dynasty. It lasted less than a century,
until 1368, when it was overthrown. However, the Yuan era was an important
period in Chinese history for several reasons. First, Kublai Khan united China for
the first time in more than 300 years. For this he is considered one of China’s great
emperors. Second, the control imposed by the Mongols across all of Asia opened
China to greater foreign contacts and trade. Finally, Kublai and his successors
tolerated Chinese culture and made few changes to the system of government.
Unlike his Mongol ancestors, Kublai abandoned the Mongolian steppes for
China. He did not share his ancestors’ dislike of the settled life. On the contrary,
he rather enjoyed living in the luxurious manner of a Chinese emperor. He main-
tained a beautiful summer palace at Shangdu, on the border between Mongolia
and China. He also built a new square-walled capital at the site of modern
Beijing. Kublai built this palace to enhance his prestige, but his new capital
meant something more. Previously, the Great Khans had ruled their empire from
Mongolia. Moving the capital from Mongolia to China was a sign that Kublai
intended to make his mark as emperor of China.
Failure to Conquer Japan After conquering China, Kublai Khan tried to extend
his rule to Japan. In 1274 and again in 1281, the Great Khan sent huge fleets
TAKING NOTES
Recognizing Effects
Use a web diagram to
show the impact of
Kublai Khan on
East Asia.
Empires in East Asia 335
a This detail from
a 13th-century
Japanese scroll
depicts Japanese
warriors fighting off
a Mongol warship.
against Japan. The Mongols forced Koreans to build, sail, and provide provisions
for the boats, a costly task that almost mined Korea. Both times the Japanese
turned back the Mongol fleets.
The second fleet carried 150,000 Mongol, Chinese, and Korean warriors — the
largest seaborne invasion force in history until World War II. After 53 days,
Japanese warriors had fought the invaders to a standstill. Then, on the following day,
the sky darkened and a typhoon swept furiously across the Sea of Japan. Mongol
ships were upended, swamped, and dashed to bits against the rocky shore, despite
their sailors’ attempts to escape onto the open sea. For centuries afterward, the
Japanese spoke reverently of the kamikaze, or “divine wind,” that had saved Japan.
Mongol Rule in China
Early in Kublai Khan’s reign, one of his Chinese advisers told him, “I have heard
that one can conquer the empire on horseback, but one cannot govern it on horse-
back.” This advice illustrates the problems Kublai faced as emperor. Mongol ways
would not work in a sophisticated civilization like China’s. Besides, the number of
Mongols in China was few compared to the huge native population. Kublai would
need to make use of non-Mongol officials to help him rule successfully.
The Mongols and the Chinese The Mongol rulers had little in common with
their Chinese subjects. Because of their differences, the Mongols kept their sepa-
rate identity. Mongols lived apart from the Chinese and obeyed different laws.
They kept the Chinese out of high government offices, although they retained as
many Chinese officials as possible to serve on the local level. Most of the highest
government posts went to Mongols or to foreigners. The Mongols believed that
foreigners were more trustworthy since they had no local loyalties. A,
Despite his differences with the Chinese, Kublai Khan was an able leader. He
restored the Grand Canal and extended it 135 miles north to Beijing. Along its
banks he built a paved highway that ran some 1,100 miles, from Hangzhou to
Beijing. These land and water routes ensured the north a steady supply of grain and
other goods from the southern heartland.
Foreign Trade Foreign trade increased under Kublai Khan. This was largely due
to the Mongol Peace, which made the caravan routes across Central Asia safe for
trade and travel. Traders transported Chinese silk and porcelain, which were greatly
valued in Europe and western Asia, over the Silk Roads and other routes. These
traders also carried with them such Chinese products and inventions as printing,
gunpowder, the compass, paper currency, and playing cards.
Making
Inferences
A/ How might the
Chinese have felt
about their lack of
power in Kublai's
government?
336 Chapter 12
M AFNJ DEfl
Analyzing Motives
Bj Why do you
think Kublai Khan
employed Marco
Polo?
Kublai further encouraged trade by inviting
foreign merchants to visit China. Most of them
were Muslims from India, Central Asia, and Persia.
Many European traders and travelers, including
Christian missionaries, also reached China.
Marco Polo at the Mongol Court The most
famous European to visit China in these years was a
young Venetian trader, Marco Polo . He traveled by
caravan on the Silk Roads with his father and uncle,
arriving at Kublai Khan’s court around 1275. Polo
had learned several Asian languages in his travels,
and Kublai Khan sent him to various Chinese cities
on government missions. Polo served the Great
Khan well for 17 years. In 1292, the Polos left China
and made the long journey back to Venice. &
Later, during a war against Venice’s rival city,
Genoa, Marco Polo was captured and imprisoned.
In prison he had time to tell the full story of his
travels and adventures. To his awed listeners, he
spoke of China’s fabulous cities, its fantastic
wealth, and the strange things he had seen there. He
mentioned the burning of “black stones” (coal) in
Chinese homes. (Coal as a fuel was little known in
Europe.) He also recorded the practical workings of
Kublai’s government and aspects of Chinese life.
Here is his description of trade in Beijing:
PRIMARY SOURCE
[M]ore precious and costly wares are imported into
Khan-balik [Beijing] than into any other city in the
world. ... All the treasures that come from India-
precious stones, pearls, and other rarities-are brought
here. So too are the choicest and costliest products of
Cathay [China] itself and every other province.
MARCO POLO, The Travels of Marco Polo
A fellow prisoner gathered Polo’s stories into a
book. It was an instant success in Europe, but
most readers did not believe a word of it. They
thought Polo’s account was a marvelous collection
of tall tales. It was clear to Marco Polo, however,
that the civilization he had visited was the greatest
in the world.
History Makers
Kublai Khan 1215-1294
As ruler of both China and
the Mongol Empire, Kublai
Khan straddled two worlds.
He built luxurious palaces,
dressed as a Chinese
emperor, and supported
the work of Chinese artists.
However, he remained a
Mongol warrior at heart.
The Great Khan is said to
have planted a plot of grass from the steppe in
the gardens at Beijing to remind himself of his
home. He also loved to hunt and enclosed a
large hunting ground at his palace at Shangdu.
Marco Polo 12547-1324
The man who described
Kublai Khan to Europeans
left behind very little
information about himself.
According to Polo, Kublai
recognized his "merit and
worth" and sent him on
special missions around the
empire. His impressions of
China became the basis of
his book, but he described
few actual events about his life.
Since his book first appeared, people have
debated whether Polo even visited China. He is
not mentioned in Chinese accounts of this time.
His tales also fail to mention such common
features of China as tea, acupuncture, or foot
binding. On his deathbed, Polo was asked if his
travel stories were true. He replied that he had
told barely half of what he had seen.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on Kublai Khan
and Marco Polo, go to classzone.com
The End of Mongol Rule
During the last years of Kublai Khan’s reign, weaknesses began to appear in
Mongol rule. In an attempt to further expand his empire, Kublai sent several expe-
ditions into Southeast Asia. His armies and navies suffered many humiliating
defeats at a huge expense of lives and equipment. Heavy spending on fruitless
wars, on public works, and on the luxuries of the Yuan court burdened the treasury
and created resentment among the overtaxed Chinese. This presented problems that
Kublai’s less able successors could not resolve.
Empires in East Asia 337
Dynasties of China, 500-1400
850
Gunpowder
invented
1215
Genghis Kahn invades
northern China.
1 %
1275
Marco Polo
reaches China.
SUI TANG
Ww A
SONG
WARFARE
AND
1
A
REVOLT
WLm _ 1
^3
SOUTHERN SONG YUAN
1126
1260
Tang Taizong
becomes emperor.
690
Chinese lose
Battle of Talas.
1024
1040
Song Dynasty
retreats to
south.
Kublai
becomes
Great Kahn.
Empress Wu Zhao
assumes throne.
Government issues
paper money.
Movable
type invented
Yuan Dynasty Overthrown Kublai Khan died in 1294. After his death, the Yuan
Dynasty began to fade. Family members continually argued over who would rule.
In one eight-year period, four different khans took the throne.
Rebellions broke out in many parts of China in the 1300s. The Chinese had long
resented their Mongol rulers, and the Mongol humiliation of the Chinese only
increased under Kublai Khan’s successors. The rebellions were also fueled by years of
famine, flood, and disease, along with growing economic problems and official cor-
ruption. In 1368, Chinese rebels finally overthrew the Mongols. The rebel leader
founded a new dynasty, the Ming, which you will read about in Chapter 19. Cj
Decline of the Mongol Empire By the time of the collapse of the Yuan Dynasty,
the entire Mongol Empire had disintegrated. The government of the Ilkhanate in
Persia fell apart in the 1330s. The Chagatai khans ruled Central Asia until the
1370s. Only the Golden Horde in Russia stayed in power. The Golden Horde ruled
Russia for 250 years. As you read in Chapter 11, Ivan III finally led Russia to
independence from Mongol rule in 1480.
The rise and fall of Mongol rule affected civilizations from eastern Europe to
China. Kublai Khan had tried to extend this influence to Japan but had failed.
However, several centuries earlier, the Japanese had embraced the influence of an
outside culture — China. This development is described in Section 4.
MAIN IDEA
Analyzing Causes
£/ What factors
contributed to the
decline and fall of
the Yuan Dynasty?
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Kublai Khan • Marco Polo
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Select one of the entries.
3. Why did the Mongols employ
6. EVALUATING DECISIONS Judging from the events of the
Did this event make China
foreigners rather than Chinese
Yuan Dynasty, do you think the Mongol policies toward
stronger or weaker?
in high government offices?
the Chinese were effective? Explain your answer.
4. How did Europeans view
7. RECOGNIZING EFFECTS What impact did the Mongol
Marco Polo's account of his
Peace have on interaction between East and West?
time in China?
8. FORMING AND SUPPORTING OPINIONS Do you think that
Kublai Khan
5. What happened to the Yuan
Kublai Khan was a successful ruler? Why or why not?
cz5“o
Dynasty after Kublai Khan's
death?
9. WRITING ACTIVITY CULTURAL INTERACTION! Adopt the role
of a traveler in Mongol China. Write a letter to friends
— ■
explaining how the Chinese way of life has influenced the
Mongol conquerors.
CONNECT TO TODAY
WRITING A SUMMARY
Some people consider Marco Polo to be the first travel writer. Locate modern travel writing
on China. Select and read descriptions of major cities, such as Beijing. Using photographs
and sketches, create an illustrated summary of the main points included in the descriptions.
338 Chapter 12
T *
Feudal Powers in Japan
MAIN IDEA
RELIGIOUS AND ETHICAL
SYSTEMS Japanese civilization
was shaped by cultural borrow-
ing from China and the rise of
feudalism and military rulers.
WHY IT MATTERS NOW
An openness to adapting
innovations from other cultures
is still a hallmark of Japanese
society.
TERMS & NAMES
• Shinto • Bushido
• samurai • shogun
SETTING THE STAGE Japan lies east of China, in the direction of the sunrise.
In fact, the name Japan comes from the Chinese word ri-ben, which means “ori-
gin of the sun” or “land of the rising sun.” From ancient times, Japan had bor-
rowed ideas, institutions, and culture from the Chinese people. Japan’s genius
was its ability to take in new ideas and make them uniquely its own.
The Growth of Japanese Civilization
Japan’s island location shaped the growth of its civilization. About 120 miles of
water separates Japan from its closest neighbor, Korea, and 500 miles of water sep-
arates Japan from China. The Japanese were close enough to feel the civilizing
effect of China. Yet they were far enough away to be reasonably safe from invasion.
The Geography of Japan About 4,000 islands make up the Japanese
archipelago (AHR*kuh*PEHL*uh*GOH), or island group, that extends in an arc
more than 1,200 miles long. Historically, most Japanese people have lived on the
four largest islands: Hokkaido (hah*KY*doh), Honshu (HAHN*shoo), Shikoku
(shee*KAW*koo), and Kyushu (kee*OOshoo).
Japan’s geography has both advantages and disadvantages. Southern Japan
enjoys a mild climate with plenty of rainfall. The country is so mountainous,
however, that only about 12 percent of the land is suitable for farming. Natural
resources such as coal, oil, and iron are in short supply. During the late summer
and early fall, strong tropical storms called typhoons occur. Earthquakes and
tidal waves are also threats.
Early Japan The first historic mention of Japan comes from Chinese writings of
the first century B.c. Japan at this time was not a united country. Instead, hun-
dreds of clans controlled their own territories. Each clan worshiped its own
nature gods and goddesses. In different parts of Japan, people honored thousands
of local gods. Their varied customs and beliefs eventually combined to form
Japan’s earliest religion. In later times, this religion was called Shinto
(SHIHN*toh), meaning “way of the gods.”
Shinto was based on respect for the forces of nature and on the worship of
ancestors. Shinto worshipers believed in kami, divine spirits that dwelled in
nature. Any unusual or especially beautiful tree, rock, waterfall, or mountain was
considered the home of a kami.
TAKING NOTES
Following
Chronological Order
Use a time line to
record the main
periods and events in
Japanese history from
300 to 1300.
evert l
evert 4
Empires in East Asia 339
Japan to 1 300
Hr "
dr
PACIFIC
OCEAN
Japanese Culture
During the 400s, the Japanese began to have
more and more contact with mainland Asia.
They soon came under the influence of Chinese ideas and customs, which they first
learned about from Korean travelers.
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Location How far is the southern end of the Japanese
island of Kyushu from China?
2. Location On what island did Japan's major cities develop?
SI Under Mongol control
* City
* Mountain
— Mongol invasion, 1274
Mongol invasion, 1281
The Yamato Emperors By the a.d. 400s,
the Yamato clan had established itself as the
leading clan. The Yamato claimed to be
descended from the sun goddess Amaterasu.
By the seventh century, the Yamato chiefs
called themselves the emperors of Japan. The
early emperors did not control the entire
country, or even much of it, but the Japanese
gradually accepted the idea of an emperor.
Although many of the Yamato rulers
lacked real power, the dynasty was never
overthrown. When rival clans fought for
power, the winning clan claimed control of
the emperor and then ruled in the emperor’s
name. Japan had both an emperor who
served as a figurehead and a ruling power
who reigned behind the throne. This dual
structure became an enduring characteristic
of Japanese government.
Buddhism in Japan One of the most important influences brought by Korean
travelers was Buddhism. In the mid-700s, the Japanese imperial court officially
accepted Buddhism in Japan. By the eighth or ninth century, Buddhist ideas and
worship had spread through Japanese society. The Japanese, however, did not give
up their Shinto beliefs. Some Buddhist rituals became Shinto rituals, and some
Shinto gods and goddesses were worshiped in Buddhist temples.
Cultural Borrowing from China Interest in Buddhist ideas at the Japanese court
soon grew into an enthusiasm for all things Chinese. The most influential convert to
Buddhism was Prince Shotoku (shoh*toh*ku), who served as regent for his aunt, the
empress Suiko. (A regent is someone who rules when a monarch is absent, ill, or
too young to rule.) In 607, Prince Shotoku sent the first of three missions to China.
His people studied Chinese civilization firsthand. Over the next 200 years, the
Japanese sent many such groups to learn about Chinese ways. ^
The Japanese adopted the Chinese system of writing. Japanese artists painted
landscapes in the Chinese manner. The Japanese also followed Chinese styles in
the simple arts of everyday living, such as cooking, gardening, drinking tea, and
hairdressing. For a time, Japan even modeled its government on China’s. Prince
Shotoku planned a strong central government like that of the Tang rulers. He also tried
to introduce China’s civil-service system. However, this attempt failed. In Japan, noble
birth remained the key to winning a powerful position. Unlike China, Japan continued
to be a country where a few great families held power.
The Japanese adapted Chinese ways to suit their own needs. While they learned
much, they still retained their own traditions. Eventually, the Japanese imperial court
decided it had learned enough from Tang China. In the late ninth century, it ended for-
mal missions to the Tang Empire, which had fallen into decline. Although Chinese cul-
tural influence would remain strong in Japan, Japan’s own culture was about to bloom.
main to EA
Synthesizing
A> How did
Chinese culture
spread to Japan?
340 Chapter 12
Vocabulary
etiquette: the code
governing correct
behavior and
appearance
Life in the Heian Period
In the late 700s, the imperial court moved its capital from Nara to Heian
(HAY*ahn), the modern Kyoto (kee*OH*toh). Many of Japan’s noble families also
moved to Heian. Among the upper class in Heian, a highly refined court society
arose. This era in Japanese history, from 794 to 1185, is called the Heian period.
Gentlemen and ladies of the court filled their days with elaborate ritual and artis-
tic pursuits. Rules dictated every aspect of court life — the length of swords, the color
of official robes, forms of address, even the number of skirts a woman wore.
Etiquette was also extremely important. Laughing aloud in public, for example, was
frowned upon. And everyone at court was expected to write poetry and to paint.
The best accounts of Heian society come from the diaries, essays, and novels
written by the women of the court. One of the finest writers of the period was Lady
Murasaki Shikibu. Lady Murasaki’s 11th-century masterpiece, The Tale of Genji,
is an account of the life of a prince in the imperial court. This long prose narrative
is considered the world’s first novel.
Feudalism Erodes Imperial Authority
During the Heian period, Japan’s central government was relatively strong.
However, this strength was soon to be challenged by great landowners and clan
chiefs who acted more and more as independent local rulers.
Decline of Central Power For most of the Heian period, the rich Fujiwara family
held the real power in Japan. By about the middle of the 1 1th century, however, the
power of the central government and the Fujiwaras began to slip.
Large landowners living away from the capital set up private armies. The
countryside became lawless and dangerous. Armed soldiers on horseback preyed on
farmers and travelers, and pirates took control of the seas. For safety, farmers and
Analyzing Art
Women of the Heian Court
The Tale of Genji picture scroll— an illustrated
version of the story— provides insights into the
life of women at the Heian court. Since servants
did almost all domestic chores, upper class
women had much leisure time. How did they
spend this time?
Because women were expected to look
attractive, they spent time on personal
grooming, such as hair care.
Q Women spent much time reading, usually the
monogatari, or prose fiction, popular at the
time. As the prince notes in The Tale of Genji,
"Without these monogatari how on earth
would [women entertain themselves] during
these tedious hours?"
SKILLBUILDER: Interpreting Visual Sources
1 . Drawing Conclusions From what you have read
about Heian court life, why do you think women
spent so much time in personal grooming?
2. Making Inferences Based on what you have
read, in what other ways might the women of the
Heian court have spent their time?
Empires in East Asia 341
History n Depth
Japanese Samurai
Samurai were members of Japan’s warrior class. Early samurai
protected local aristocratic landowners. In the late 1100s, however,
the warrior class secured national power and dominated Japanese
government until 1868.
Samurai warriors followed an unwritten code that emphasized
honor, bravery, and loyalty. This code came to be known as Bushido.
Their reputation as fearsome warriors has become legendary.
Samurai swords were
made by skilled artisans.
The curvature of the blade
makes the weapon more
effective when slashing.
Individual iron plates provided
protection and freedom of
movement when in combat. As
you can see, a samurai's armor
was often richly decorated.
An iron mask was
sometimes worn not
only to protect the
face, but to frighten
the samurai's
enemy as well.
◄ Samurai Warrior
In combat, a samurai's life
depended on his skill and his
equipment. Here you can see how
the samurai's weapons and armor
aided him or her in battle.
▲ Female Samurai
Samurai were not always men.
Here, Lady Tomoe Gozen, a
famous female warrior of the
1 180 s, enters bravely into battle.
Helmets were
made from iron
plates to repel
sword blows.
SKILLBUILDER:
Interpreting Visual Sources
1 . Comparing and Contrasting What
are some similarities or differences
between Japanese samurai and
European knights ?
2. Hypothesizing How might the code
of the Samurai help them in battle?
342 Chapter 12
MAIN IDEA
Drawing
Conclusions
What advan-
tages were there to
preserving the
imperial dynasty,
even if it lacked real
power?
small landowners traded parts of their land to strong warlords in exchange for
protection. With more land, the lords gained more power. This marked the beginning
of a feudal system of localized rule like that of ancient China and medieval Europe.
Samurai Warriors Since wars between rival lords were commonplace, each lord
surrounded himself with a bodyguard of loyal warriors called samurai
(SAM»uh* *RY). (Samurai means “one who serves.”) Samurai lived according to a
demanding code of behavior called Bushido (BUSH*ih*DOH), or “the way of the
warrior.” A samurai was expected to show reckless courage, reverence for the gods,
fairness, and generosity toward those weaker than himself. Dying an honorable
death was judged more important than living a long life.
The Kamakura Shogunate During the late 1100s, Japan’s two most powerful
clans fought for power. After almost 30 years of war, the Minamoto family
emerged victorious. In 1 192, the emperor gave a Minamoto leader named Yoritomo
the title of shog un, or “supreme general of the emperor’s army.” In effect, the
shogun had the powers of a military dictator.
Following tradition, the emperor still reigned from Kyoto. (Kyoto was rebuilt on
the ruins of Heian, which had been destroyed in war.) However, the real center of
power was at the shogun’s military headquarters at Kamakura (KAHM*uh*KUR*uh).
The 1200s are known in Japanese history as the Kamakura shogunate. The pattern
of government in which shoguns ruled through puppet emperors lasted in Japan
until 1868. §/
The Kamakura shoguns were strong enough to turn back the two naval invasions
sent by the great Mongol ruler Kublai Khan in 1274 and 1281. However, the
Japanese victory over the Mongols drained the shoguns’ treasury. Loyal samurai
were bitter when the government failed to pay them. The Kamakura shoguns lost
prestige and power. Samurai attached themselves more closely to their local lords,
who soon fought one another as fiercely as they had fought the Mongols.
Although feudal Japan no longer courted contact with China, it would continue
to absorb Chinese ideas and shape them into the Japanese way. As you will read in
Section 5, China’s culture also influenced Korea and kingdoms of Southeast Asia.
SECTION
m
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Shinto • samurai • Bushido • shogun
USING YOUR NOTES
2. What event would you
consider the most important
turning point in Japan's early
history? Why?
MAIN IDEAS
3. Why were Japanese missions to
Tang China so important?
4. What was life like in the Heian
court?
event t
X
X
event 4
event I
X
event 3
CONNECT TO TODAY
5. What purpose did the samurai
serve?
PREPARING AN ORAL REPORT
CRITICAL THINKING & WRITING
6. FORMING AND SUPPORTING OPINIONS "The Japanese
selectively borrowed from Chinese culture." Use
information from the text to support this statement.
7. EVALUATING COURSES OF ACTION Why do you think the
shoguns chose to rule through puppet emperors rather
than simply seizing the imperial throne themselves?
8. DRAWING CONCLUSIONS Was the rise of the shogun
beneficial for Japan overall? Explain.
9. WRITING ACTIVITY | RELIGIOUS AND ETHICAL SYSTEMSl Write a
dialogue between two members of a Japanese family on
why they have decided to convert to Buddhism.
After World War II, the Japanese adopted aspects of American culture such as baseball. Find
information about baseball in Japan, noting how the Japanese have adapted the game to suit
their own traditions. Present your findings in a brief oral report.
Empires in East Asia 343
Kingdoms of Southeast
Asia and Korea
MAIN IDEA
A
WHY IT MATTERS NOW
TERMS & NAMES
CULTURAL INTERACTION
Several smaller kingdoms
prospered in East and Southeast
Chinese cultural influences still
affect East and Southeast Asia
today.
• Khmer
Empire
• Angkor Wat
• Koryu
Dynasty
Asia, a region culturally
influenced by China and India.
SETTING THE STAGE To the south of China lies the region called Southeast
Asia. It includes the modern countries of Myanmar (Burma), Laos, Cambodia,
Vietnam, Malaysia, Indonesia, Thailand, Singapore, Brunei, and the Philippines.
Thousands of miles from this region, to China’s northeast, lies the Korean penin-
sula. This peninsula is currently divided between North Korea and South Korea.
In the shadow of powerful China, many small but prosperous kingdoms rose and
fell in Southeast Asia and Korea.
TAKING NOTES
Categorizing Use a
chart to note important
information on the
kingdoms discussed
in this section.
Kingdom
Notes
Khmer
Dai Viet
Korea
Sail end r a
Srivtjai/a
Kingdoms of Southeast Asia
In Southeast Asia’s river valleys and deltas and on its islands, many kingdoms
had centuries of glory and left monuments of lasting beauty.
Geography of Southeast Asia Southeast Asia lies between the Indian and
Pacific oceans and stretches from Asia almost to Australia. It consists of two
main parts: (1) Indochina, the mainland peninsula that borders China to the north
and India to the west, and (2) the islands, the largest of which include Sumatra,
Borneo, and Java. All of Southeast Asia lies within the warm, humid tropics.
Monsoon winds bring the region heavy seasonal rains.
Seas and straits separate the islands of Southeast Asia. On the mainland, five
great rivers flow from the north and cut valleys to the sea. Between the valleys
rise hills and mountains, making travel and communication difficult. Over time,
many different peoples settled the region, so it was home to many cultures.
Throughout Southeast Asia’s history, the key to political power often has been
control of trade routes and harbors. This is because Southeast Asia lies on the
most direct sea route between the Indian Ocean and the South China Sea. Two
important waterways connect the two seas: the Strait of Malacca, between the
Malay Peninsula and Sumatra, and the Sunda Strait, between Sumatra and Java.
Influence of India and China Indian merchant ships, taking advantage of the
monsoon winds, began arriving in Southeast Asia by the first century a.d. In the
period that followed, Hindu and Buddhist missionaries spread their faiths to the
region. In time, kingdoms arose that followed these religions and were modeled
on Indian political ideas. Gradually, Indian influence shaped many aspects of the
region’s culture. This early Indian influence on Southeast Asia is evident today in
the region’s religions, languages, and art forms.
344 Chapter 12
Chinese ideas and culture spread southward in the region through migration and
trade. At different times, the Chinese also exerted political influence over parts of
mainland Southeast Asia, either through direct rule or by demanding tribute from
local rulers.
MAIN IDEA
Making
Inferences
Aj What does the
size and splendor
of Angkor Wat sug-
gest about the
empire that con-
structed it?
The Khmer Empire The Khmer (kmair) Empire , in what is now Cambodia, was
for centuries the main power on the Southeast Asian mainland. By the 800s, the
Khmer had conquered neighboring kingdoms and created an empire. This empire
reached the peak of its power around 1200.
Improved rice cultivation helped the Khmer become prosperous. The Khmer built
elaborate irrigation systems and waterways. These advances made it possible to grow
three or four crops of rice a year in an area that had previously produced only one.
At their capital, Angkor, Khmer rulers built extensive city-and-temple com-
plexes. One of these, called An gkor Wat , is one of the world’s greatest architec-
tural achievements. The complex, which covers nearly a square mile, was built as
a symbolic mountain dedicated to the Hindu god Vishnu. The Khmer also used it
as an observatory. A,
Island Trading Kingdoms Powerful kingdoms also developed on Southeast Asia’s
islands. For example, a dynasty called Sailendra ruled an agricultural kingdom on
the island of Java. The Sailendra kings left behind another of the world’s great
architectural monuments, the Buddhist temple at Borobudur. Built around 800, this
temple — like Angkor Wat — reflects strong Indian influence. The massive complex
has nine terraced levels like a stepped pyramid.
The Sailendra Dynasty eventually fell under the domination of the powerful
island empire of Srivijaya. At its height from the 7th to the 13th centuries, Srivijaya
ruled the Strait of Malacca and other waters around the islands of Sumatra, Borneo,
and Java. It grew wealthy by taxing the trade that passed through its waters. The
TAKLIMAKAN
DESERT^
AfALAYAS
▲ Built in the 1 100s,
Angkor Wat is the world's
largest religious structure.
HenS/isourA
KHMER P hi II a
"Angkor 1 Sea I
◄ The temple at
Borobudur has 92
statues of Buddha
on its top level.
Bay of
Bengal
INDIAN
OCEAN
Trade route
Borneo
Strait of.
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Location Where is the Strait of Malacca and why was it
important to trade?
2. Movement Name one way Chinese culture might have spread
around Southeast Asia.
Malacca
Moluccas,
Palembi
Sunda
Strait
1,000 Kilometers
Empires in East Asia 345
Southeast Asia, 900-1200
Srivijayas established their capital, Palembang, on Sumatra. Palembang became a
great center of Buddhist learning, where Chinese monks could study instead of trav-
eling to India.
▼ Tan'gun (or
Dangun) is said to
have founded
Korea in Pyongyang
in 2333 B.C.
Dai Viet The people of Southeast Asia least influenced by India were the Vietnamese.
Located in the coastal region just south of China, Vietnam fell under Chinese domi-
nation. Around 100 B.C., during the mighty Han Dynasty, China took northern
Vietnam. When China’s Tang Dynasty weakened in the early a.d. 900s, Vietnam man-
aged to break away. It became an independent kingdom, known as Dai Viet, in 939.
The Vietnamese absorbed many Chinese cultural influences, including Buddhism
and ideas about government. However, they also preserved a strong spirit of indepen-
dence and kept their own cultural identity. Vietnamese women, for example, tradi-
tionally had more freedom and influence than their Chinese counterparts. By
Rulers of the Ly Dynasty (1009-1225) located their capital at Hanoi, on the Red
River delta. They established a strong central government, encouraged agriculture
and trade, and greatly improved road and river transportation. The changes made
by the Ly continued to influence life in Vietnam long after they fell from power.
Korean Dynasties
According to a Korean legend, the first Korean state was
founded by the hero Tan’gun, whose father was a god and
whose mother was a bear. Another legend relates that it was
founded by a royal descendant of the Chinese Shang Dynasty.
These legends reflect two sides of Korean culture. On one
hand, the Koreans were a distinct people who developed their
own native traditions. On the other hand, their culture was
shaped by Chinese influences from early dynastic times.
However, like the Japanese, the Koreans adapted borrowed cul-
ture to fit their own needs and maintained a distinct way of life.
Geography of Korea Korea is located on a peninsula that juts
out from the Asian mainland toward Japan. It is about the same
size as the state of Utah. Korea’s climate is hot in the summer
and very cold in the winter. Like Japan, Korea is a mountain-
ous land, and only a limited portion of the peninsula can be
farmed. A mountainous barrier lies between Korea and its
northern neighbor, Manchuria. Because of the mountains and
the seas, Korea developed somewhat in isolation from its
neighbors.
Early History In early Korea, as in early Japan, different clans
or tribes controlled different parts of the country. In 108 B.C., the
Han empire conquered much of Korea and established a military government there.
Through the Chinese, Koreans learned about such ideas as centralized government,
Confucianism, Buddhism, and writing. During Han rule, the various Korean tribes
began to gather together into federations. Eventually, these federations developed
into three rival kingdoms. In the mid-600s, one of these kingdoms, the Silla,
defeated the other kingdoms, drove out the Chinese, and gained control of the
whole Korean peninsula.
Under Silla rule, the Koreans built Buddhist monasteries and produced elegant
stone and bronze sculptures. They also developed a writing system suitable for
writing Korean phonetically though still using Chinese characters.
The Koryu Dynasty By the tenth century, Silla rule had weakened. Around 935, a
rebel officer named Wang Kon gained control of the country and became king. He
MAIN IDEA
Comparing
§/ How was
Vietnam's culture
influenced by
Chinese culture?
346 Chapter 12
MAI N IDEA
Comparing
£/ How did the
Koryu government
compare with the
early imperial gov-
ernment of Japan
(page 340)?
named his new dynasty Koryu. The Koryu Dynasty
lasted four and a half centuries, from 935 to 1392.
The Koryu Dynasty modeled its central
government after China’s. It also established a
civil service system. However, this system did not
provide the social mobility for Koreans that it did
for the Chinese. Koryu society was sharply divided
between a landed aristocracy and the rest of the
population, including the military, commoners, and
slaves. Despite the examination system, the sons
of nobles received the best positions, and these
positions became hereditary. C,
The Koryu Dynasty faced a major threat in 1231,
when the Mongols swept into Korea. They demanded
a crushing tribute including 20,000 horses, clothing
for 1 million soldiers, and many children and arti-
sans, who were to be taken away as slaves. The harsh
period of Mongol occupation lasted until the 1360s,
when the Mongol Empire collapsed.
In 1392, a group of scholar-officials and military
leaders overthrew the Koryu Dynasty and instituted
land reforms. They established a new dynasty,
called the Choson (or Yi) Dynasty, which would rule
for 5 1 8 years.
Koryu Culture The Koryu period produced great
achievements in Korean culture. Inspired by Song porcelain artists, Korean potters
produced the much-admired celadon pottery, famous for its milky green glaze.
Korean artisans produced one of the great treasures of the Buddhist world — many
thousands of large wooden blocks for printing all the Buddhist scriptures. This set of
blocks was destroyed by the Mongols, but the disaster sparked a national effort to re-
create them. The more than 80,000 blocks in the new set remain in Korea today.
Connect ^Today
Two Koreas
Since the end of World
War II, Korea has been
arbitrarily divided into two
countries— communist
North Korea and
democratic South Korea.
For years, many Koreans
longed for their country to be reunited.
Hopes for such a day rose in 2000 when the
presidents of the two nations sat down to
discuss reunification. In 2002, however. North
Korea announced that it was developing
nuclear weapons and would use them against
South Korea if necessary. This greatly dimmed
people's hopes for one Korea.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY Write a news story outlining
the latest developments in relations between
the two Koreas. Go to classzone.com for
your research.
A
NORTH
KOREA
SOUTH
KOREA
Sea of
Japan
SECTION
©
ASSESSMENT
■
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Khmer Empire • Angkor Wat • Koryu Dynasty
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. What common themes do you
notice about the mainland
kingdoms? about the island
kingdoms?
3.
4.
Kingdom
Notes
Khmer
Dai Viet
Korea
Sailendra
Sriv/jaifa
On what was Khmer prosperity
based?
How did Srivijaya become
wealthy and powerful?
Why are there two sides to the
development of Korean
culture?
6. RECOGNIZING EFFECTS How did geography influence the
history and culture of Southeast Asia and of Korea?
Illustrate your answer with examples.
7. COMPARING In what ways did the cultural development
of Vietnam resemble that of Korea?
8. DRAWING CONCLUSIONS Why do you think that of all the
cultures of Southeast Asia, Vietnam was the least
influenced by India?
9. WRITING ACTIVITY | RELIGIOUS AND ETHICAL SYSTEMS | Create
an annotated map showing how Hinduism and Buddhism
entered Southeast Asia from China and India.
CONNECT TO TODAY
CREATING A TRAVEL BROCHURE
Conduct research to find information about Angkor Wat or the Buddhist temple at
Borobudur. Use your findings to create a one-page illustrated travel brochure.
Empires in East Asia 347
Chapter 12 Assessment
TERMS & NAMES
For each term or name below, briefly explain its connection to
East Asia between 600 and 1350.
1. Tang Taizong 5. Marco Polo
2 . Wu Zhao 6 . Shinto
3. Genghis Khan 7. Angkor Wat
4. Kublai Khan 8. Koryu Dynasty
MAIN IDEAS
Tang and Song China Section l (pages 323-329)
9. Why was the reform of the civil service under the Tang so
significant?
10. How did changes in agriculture support other
developments during the Song Dynasty?
The Mongol Conquests Section 2 (pages 330-334)
11. Why were nomads and settled peoples sometimes in
conflict?
12. What were the most important accomplishments of the
Mongol Empire?
The Mongol Empire Section 3 (pages 335-338)
13. Explain how Kublai Khan treated his Chinese subjects.
14. How did Kublai Khan encourage trade?
Feudal Powers in Japan Section 4 (pages 339-343)
15. Describe the impact of Chinese culture on Japan.
16. How did feudalism develop in Japan?
Kingdoms of Southeast Asia and Korea Section 5
(pages 344-347)
17. Describe the two sources of prosperity for Southeast
Asian empires.
18. What were the major accomplishments of the Koryu
Dynasty?
CRITICAL THINKING
1. USING YOUR NOTES
Create diagrams to identify two results from these
developments: (a) completion of the Grand Canal under the
Sui, and (b) the use of compass at sea.
development
2. HYPOTHESIZING
| EMPIRE BUILDING How might history have been different if
the Mongols had conquered all or most of Europe? Discuss
the possible immediate and long-term consequences for
Europe and the rest of the Mongol Empire.
3. IDENTIFYING PROBLEMS AND SOLUTIONS
This chapter describes the rise and fall of three Chinese
dynasties. What recurring patterns appear in the decline of
these dynasties? What advice, based on those patterns, might
you give a Chinese emperor?
4. DRAWING CONCLUSIONS
I CULTURAL INTERACTION I How does Japanese adaptation of
Buddhism illustrate the process of selective cultural borrowing?
VISUAL SUMMARY
East Asian Interaction with China
Mongols
Southeast Asia
Korea
• Buddhism
• Writing system
• Civil service
• Printing
• Porcelain
• Buddhism
• Writing system
• Civil service
• Dai Viet: Buddhism,
strong central
government
• Other areas: spread of
ideas through migration
and trade
• Conquest of China
• Spread of Chinese ideas
through Mongol Empire
across Eurasia
348 Chapter 12
> STANDARDS-BASED ASSESSMENT
Use the quotation— part of a message sent by Kublai Khan
to Japan's imperial court— and your knowledge of world
history to answer questions 1 and 2.
Additional Test Practice, pp. S1-S33.
PRIMARY SOURCE
The Emperor of the Great Mongols addresses the King of
Japan as follows: ... I am sending you my envoys bearing
my personal message. It is my hope that the
communication between our two countries be opened and
maintained and that our mutual friendship be established.
A sage regards the whole world as one family; how can
different countries be considered one family if there is not
friendly communication between them? Is force really
necessary to establish friendly relations? I hope that you
will give this matter your most careful attention.
SUNG LIEN, quoted in The Essence of Chinese Civilization
1. What is Kublai Khan asking of the Japanese?
A. to surrender without a fight
B. to exchange prisoners of war
C. to establish diplomatic relations with the Mongols
D. to join the Mongols in a war against Europe
2 . Which of the following best describes the tone of the
message?
A. mildly threatening
B. funny
C. extremely violent
D. pleading
Use the map and your knowledge of world history to
answer question 3.
Population Density: Tang Dynasty
East
China
Sea
PACIFIC
OCEAN
Density
Moderate
South China
Sea
Density
3. During the Tang Dynasty, which areas of China were most
densely populated?
A. east and north
B. west and south
C. central China
D. far west
INTEGRATED TECHNOLOGY
TEST PRACTICE Go to classzone.com
• Diagnostic tests • Strategies
• Tutorials • Additional practice
ALTERNATIVE ASSESSMENT
1. Interact with History
Through the activity on page 322, you looked at the importance
of Chinese inventions in world history. (After reading the
chapter, you may have recognized that this imaginary situation
was inspired by the travels of Marco Polo.) Now that you have
read the chapter, consider the impact of Chinese inventions and
how they spread. Would you now choose a different invention?
Is there any other invention you would choose instead of those
on page 322? Discuss these questions with a small group.
2. |V\ WRITING ABOUT HISTORY
I RELIGIOUS AND ETHICAL SYSTEMS I Write a report on the
Japanese religion of Shinto. Illustrate your report with
photographs and sketches. In your report, consider the
following:
• essential Shinto beliefs
• development of Shinto, especially the influence of Buddhism
and Confucianism
• Shinto rituals and shrines
INTEGRATED TECHNOLOGY
NetExplorations- Chinese Healing Arts
Go to NetExplorotions at classzone.com to learn more about
Chinese healing arts. Use the Internet to learn how Chinese
and Western doctors treat a variety of common illnesses and
how long these treatments have been common practice. You
may want to include the following illnesses in your research:
• the common cold
• influenza
• asthma
• arthritis
Create a table comparing Chinese and Western treatments for
these illnesses. Display the table online or in the classroom.
Empires in East Asia 349
CHAPTER
European Middle Ages,
500-1200
Previewing Main Ideas
I EMPIRE BUILDING 1 In western Europe, the Roman Empire had broken into
many small kingdoms. During the Middle Ages, Charlemagne and Otto the
Great tried to revive the idea of empire. Both allied with the Church.
Geography Study the maps. What were the six major kingdoms in western
Europe about a.d. 500?
I POWER AND AUTHORITY Weak rulers and the decline of central authority
led to a feudal system in which local lords with large estates assumed power.
This led to struggles over power with the Church.
Geography Study the time line and the map. The ruler of what kingdom
was crowned emperor by Pope Leo III?
| RELIGIOUS AND ETHICAL SYSTEMS! During the Middle Ages, the Church
was a unifying force. It shaped people's beliefs and guided their daily lives.
Most Europeans at this time shared a common bond of faith.
Geography Find Rome , the seat of the Roman Catholic Church , on the
map. In what kingdom was it located after the fall of the Roman Empire
in a.d. 476?
INTEGRATED TECHNOLOGY S
—
feEdition
| INTERNET RESOURCES
• Interactive Maps
Go to classzone.com for:
• Interactive Visuals
• Research Links
• Maps
• Interactive Primary Sources
• Internet Activities
• Test Practice
• Primary Sources
• Chapter Quiz
• Current Events
EUROPE
Clovis unites Franks
under Christian rule.
WORLD
527
Justinian becomes
Byzantine emperor.
732
< Charles Martel
stops Muslim invasion.
(Charles Martel
and advisers)
800
Pope Leo Ell crowns
the Frankish king
Charlemagne
emperor.
750
Abbasids in Persia
take control of the
Muslim Empire.
800
Empire of
Ghana thrives
in West Africa.
350
North
Sea
S Saxons
Saxons
A TLA N TIC
OCEAN
KINGDOM
OFTHE
FRANKS
Lombards
BURGUNDIAN
KINGDOM
,Lyon
KINGDOM
OFTHE
OSTROGOTHS
IFTHE
Toulouse
Corsica
EASTERN
ROMAN
EMPIRE Conslantinopl
KINGDOM
OFTHE
VISIGOTHS
* Balearic
Islands
KINGDOM OF
THE VANDALS
Carthage
Berbers
500 Kilometers
Conic Projection
900s
Outside invasions
spur growth
of feudalism.
(Viking helmet) ►
843
Treaty of Verdun divides
Charlemagne's empire.
Otto the Great
becomes emperor.
◄ Holy Roman
Empire weakens.
900
Classic period of Mayan
civilization in Central
America ends.
Europe, c. 500
960
1 *
^£§frirW>
1185
Song Dynasty
Kamakura Shogunate
begins in China.
rules Japan.
(poem on silk) ►
/ * ,9
litoB/
* 962 1
351
What freedoms would you
give up for protection ?
You are living in the countryside of western Europe during the 1 100s. Like
about 90 percent of the population, you are a peasant working the land. Your
family’s hut is located in a small village on your lord’s estate. The lord provides
all your basic needs, including housing, food, and protection. Especially
important is his protection from invaders who repeatedly strike Europe.
EXAMINING the ISSUES
• What is secure about your world?
• How is your life limited?
As a class, discuss these questions. In your discussion, think about
other people who have limited power over their lives. As you read
about the lot of European peasants in this chapter, see how their living
arrangements determine their role in society and shape their beliefs.
0 For safety, peasants
retreat behind the
castle walls during
attacks.
0 Peasants owe
their lord two or
three days' labor
every week farming
his land.
0 This peasant feels
that the right to stay
on his lord's land is
more important than
his freedom to leave.
0 Peasants cannot marry
without their lord's
consent.
Charlemagne Unites
Germanic Kingdoms
MAIN IDEA [ WHY IT MATTERS NOW | TERMS & NAMES
EMPIRE BUILDING Many Charlemagne spread Christian
Germanic kingdoms that civilization through Northern
succeeded the Roman Empire Europe, where it had a
were reunited under permanent impact.
Charlemagne's empire.
• Middle Ages
• Franks
• monastery
• secular
• Carolingian
Dynasty
• Charlemagne
SETTING THE STAGE The gradual decline of the Roman Empire ushered in
an era of European history called the Middle Ag es, or the medieval period. It
spanned the years from about 500 to 1500. During these centuries, a new society
slowly emerged. It had roots in: (1) the classical heritage of Rome, (2) the beliefs
of the Roman Catholic Church, and (3) the customs of various Germanic tribes.
Invasions of Western Europe
In the fifth century, Germanic invaders overran the western half of the Roman
Empire (see map on page 351). Repeated invasions and constant warfare caused
a series of changes that altered the economy, government, and culture:
• Disruption of Trade Merchants faced invasions from both land and sea.
Their businesses collapsed. The breakdown of trade destroyed Europe’s
cities as economic centers. Money became scarce.
• Downfall of Cities With the fall of the Roman Empire, cities were
abandoned as centers of administration.
• Population Shifts As Roman centers of trade and government collapsed,
nobles retreated to the rural areas. Roman cities were left without strong
leadership. Other city dwellers also fled to the countryside, where they grew
their own food. The population of western Europe became mostly rural.
The Decline of Learning The Germanic invaders who stormed Rome could not
read or write. Among Romans themselves, the level of learning sank sharply as
more and more families left for rural areas. Few people except priests and other
church officials were literate. Knowledge of Greek, long important in Roman
culture, was almost lost. Few people could read Greek works of literature, sci-
ence, and philosophy. The Germanic tribes, though, had a rich oral tradition of
songs and legends. But they had no written language.
Loss of a Common Language As German-speaking peoples mixed with the
Roman population, Latin changed. While it was still an official language, it was no
longer understood. Different dialects developed as new words and phrases became
part of everyday speech. By the 800s, French, Spanish, and other Roman-based lan-
guages had evolved from Latin. The development of various languages mirrored the
continued breakup of a once-unified empire.
TAKING NOTES
Following Chronological
Order Note important
events in the unification of
the Germanic kingdoms.
500
/zoo
European Middle Ages 353
Germanic Kingdoms Emerge
In the years of upheaval between 400 and 600, small Germanic kingdoms replaced
Roman provinces. The borders of those kingdoms changed constantly with the
fortunes of war. But the Church as an institution survived the fall of the Roman
Empire. During this time of political chaos, the Church provided order and security.
The Concept of Government Changes Along with shifting boundaries, the entire
concept of government changed. Loyalty to public government and written law had
unified Roman society. Family ties and personal loyalty, rather than citizenship in
a public state, held Germanic society together. Unlike Romans, Germanic peoples
lived in small communities that were governed by unwritten rules and traditions.
Every Germanic chief led a band of warriors who had pledged their loyalty to
him. In peacetime, these followers lived in their lord’s hall. He gave them food,
weapons, and treasure. In battle, warriors fought to the death at their lord’s side.
They considered it a disgrace to outlive him. But Germanic warriors felt no obli-
gation to obey a king they did not even know. Nor would they obey an official sent
to collect taxes or administer justice in the name of an emperor they had never met.
The Germanic stress on personal ties made it impossible to establish orderly gov-
ernment for large territories.
Clovis Rules the Franks In the Roman province of Gaul (mainly what is now
France and Switzerland), a Germanic people called the Franks held power. Their
leader was Clovis (KLOH*vihs). He would bring Christianity to the region.
According to legend, his wife, Clothilde, had urged him to convert to her faith,
Christianity. In 496, Clovis led his warriors against another Germanic army.
Fearing defeat, he appealed to the Christian God. “For I have called on my gods,”
v Illuminated
manuscripts,
such as the one
below, were
usually the work
of monks.
he prayed, “but I find they are far from my aid. . . . Now I call on Thee. I long to
believe in Thee. Only, please deliver me from my enemies.” The tide of the battle
shifted and the Franks won. Afterward, Clovis and 3,000 of his warriors asked a
bishop to baptize them.
The Church in Rome welcomed Clovis’s conversion and supported his military
campaigns against other Germanic peoples. By 51 1, Clovis had united the Franks
into one kingdom. The strategic alliance between Clovis’s
Frankish kingdom and the Church marked the start of a
SmitfrAitctaif VI
gjoj/fviinimdFirf Cj
itmmrjmo w»r ft tSf
Iff JUI |
irtofcakiraaaiEi
Stritt
Si
flits
Vlll e
(tttttOHUOlTupl
mi it cnn ctot tfto tii „
ifirrumcfUMifur
frotytrc trreiTffli 1
mnaf voiff&iitttj
mirfl-Stiitrrarftiir
to icgNMiumit'
Ortn’&c&nmnsO
rmtrutQE?mi0tti ,
uiftffmoiiti&it (t
UMtorfumtlftnL
*1 ii [ 1 1 irt ci n i riiqttffw yfK
iLtftuirrfuyito trnt /
ffijnraft&rafytmr
iimtitantrattmifw V.
ja * -fctt mtfQftftitr JJ aS
b ar rCTc Crr mmtOft/L ,?
flimutmniuunri IL/
ummtTrtftiutmyjr ■
fei ibrfi * T? !
partnership between two powerful forces.
Germans Adopt Christianity
Politics played a key role in spreading Christianity. By
600, the Church, with the help of Frankish rulers, had con-
verted many Germanic peoples. These new converts had
settled in Rome’s former lands. Missionaries also spread
Christianity. These religious travelers often risked their
lives to bring religious beliefs to other lands. During the
300s and 400s, they worked among the Germanic and
Celtic groups that bordered the Roman Empire. In south-
ern Europe, the fear of coastal attacks by Muslims also
spurred many people to become Christians in the 600s.
Monasteries, Convents, and Manuscripts To adapt to
rural conditions, the Church built religious communities
called monasteries . There, Christian men called monks
gave up their private possessions and devoted their lives to
serving God. Women who followed this way of life were
called nuns and lived in convents.
354 Chapter 13
History Makers
INTEGRATED TECHNOLOGY
Benedict
4807-543
At 15, Benedict left school
and hiked up to the Sabine
Hills, where he lived in a
cave as a hermit. After
learning about Benedict's
deep religious conviction, a
group of monks persuaded
him to lead their monastery.
Benedict declared:
We must prepare our hearts
and bodies for combat
under holy obedience to the
divine commandments. . . .
We are therefore going to
establish a school in which
one may learn the service of
the Lord.
In his book describing the rules for monastic life,
Benedict emphasized a balance between work and study.
Such guidelines turned monasteries into centers of stability
and learning.
Scholastica
4807-543
Scholastica is thought to be
the twin sister of Benedict. She
was born into a wealthy Italian
family in the late Roman
Empire. Little is known of her
early life, except that she and
Benedict were inseparable.
Like her brother, Scholas-
tica devoted her life to the
Church. She is thought to
have been the abbess of a
convent near the monastery
founded by Benedict and is
considered the first nun of the
Benedictine order. She was a strong influence on her
brother as he developed rules that guide Benedictine
monasteries to this day. They died in the same year and
are buried in one grave.
RESEARCH LINKS For more on Benedict and
Scholastica, go to classzone.com
MAIN IDEA
Making Inferences
ftlWhat role did
monasteries play
during this time of
chaos?
Around 520, an Italian monk named Benedict began writing a book describing
a strict yet practical set of rules for monasteries. Benedict’s sister, Scholastica
(skuh*LAS*tik*uh), headed a convent and adapted the same rules for women.
These guidelines became a model for many other religious communities in west-
ern Europe. Monks and nuns devoted their lives to prayer and good works.
Monasteries also became Europe’s best-educated communities. Monks opened
schools, maintained libraries, and copied books. In 731, the Venerable Bede, an
English monk, wrote a history of England. Scholars still consider it the best histori-
cal work of the early Middle Ages. In the 600s and 700s, monks made beautiful
copies of religious writings, decorated with ornate letters and brilliant pictures. These
illuminated manuscripts preserved at least part of Rome’s intellectual heritage. A/
Papal Power Expands Under Gregory I In 590, Gregory I, also called Gregory
the Great, became pope. As head of the Church in Rome, Gregory broadened the
authority of the papacy, or pope’s office, beyond its spiritual role. Under Gregory,
the papacy also became a secular or worldly, power involved in politics. The
pope’s palace was the center of Roman government. Gregory used church revenues
to raise armies, repair roads, and help the poor. He also negotiated peace treaties
with invaders such as the Lombards.
According to Gregory, the region from Italy to England and from Spain to
Germany fell under his responsibility. Gregory strengthened the vision of
Christendom. It was a spiritual kingdom fanning out from Rome to the most distant
churches. This idea of a churchly kingdom, ruled by a pope, would be a central theme
of the Middle Ages. Meanwhile, secular rulers expanded their political kingdoms.
An Empire Evolves
After the Roman Empire dissolved, small kingdoms sprang up all over Europe. For
example, England splintered into seven tiny kingdoms. Some of them were no
European Middle Ages 355
larger than the state of Connecticut. The
Franks controlled the largest and
strongest of Europe’s kingdoms, the
area that was formerly the Roman
province of Gaul. When the Franks’
first Christian king, Clovis, died in 5 1 1 ,
he had extended Frankish rule over
most of what is now France.
Charles Martel Emerges By 700, an
official known as the major domo, or
mayor of the palace, had become the
most powerful person in the Frankish
kingdom. Officially, he had charge of
the royal household and estates.
Unofficially, he led armies and made
policy. In effect, he ruled the kingdom.
The mayor of the palace in 719,
Charles Martel (Charles the Hammer),
held more power than the king. Charles
Martel extended the Franks’ reign to the
north, south, and east. He also defeated
Muslim raiders from Spain at the Battle
of Tours in 732. This battle was highly
significant for Christian Europeans. If
the Muslims had won, western Europe
might have become part of the Muslim
Empire. Charles Martel’s victory at
Tours made him a Christian hero.
At his death, Charles Martel passed on his power to his son, Pepin the Short. Pepin
wanted to be king. He shrewdly cooperated with the pope. On behalf of the Church,
Pepin agreed to fight the Lombards, who had invaded central Italy and threatened
Rome. In exchange, the pope anointed Pepin “king by the grace of God.” Thus began
the Caroling ian (KAR*uh*LIHN*juhn) Dynasty , the family that would rule the
Franks from 751 to 987.
Charlemagne Becomes Emperor
Pepin the Short died in 768. He left a greatly strengthened Frankish kingdom to his
two sons, Carloman and Charles. After Carloman’s death in 771, Charles, who was
known as Charlemagne (SHAHR*1u1i*mayn), or Charles the Great, ruled the
kingdom. An imposing figure, he stood six feet four inches tall. His admiring sec-
retary, a monk named Einhard, described Charlemagne’s achievements:
PRIMARY SOURCE
[Charlemagne] was the most potent prince with the greatest skill and success in
different countries during the forty-seven years of his reign. Great and powerful as was
the realm of Franks, Karl [Charlemagne] received from his father Pippin, he nevertheless
so splendidly enlarged it . . . that he almost doubled it.
EINHARD, Life of Charlemagne
Charlemagne Extends Frankish Rule Charlemagne built an empire greater than
any known since ancient Rome. Each summer he led his armies against enemies
that surrounded his kingdom. He fought Muslims in Spain and tribes from other
356 Chapter 13
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1. Region By 814, what was the extent of Charlemagne's
empire (north to south, east to west)?
2. Region Based on the map, why did the Treaty of Verdun
signal the decline of Charlemagne's empire?
MAFNJDEA
Drawing
Conclusions
,B> What were
Charlemagne's
most notable
achievements?
Germanic kingdoms. He conquered new lands to both the south and
the east. Through these conquests, Charlemagne spread Christianity.
He reunited western Europe for the first time since the Roman
Empire. By 800, Charlemagne’s empire was larger than the Byzantine
Empire. He had become the most powerful king in western Europe.
In 800, Charlemagne traveled to Rome to crush an unruly mob
that had attacked the pope. In gratitude, Pope Leo III crowned him
emperor. The coronation was historic. A pope had claimed the
political right to confer the title “Roman Emperor” on a European
king. This event signaled the joining of Germanic power, the
Church, and the heritage of the Roman Empire.
Charlemagne Leads a Revival Charlemagne strengthened his
royal power by limiting the authority of the nobles. To govern his
empire, he sent out royal agents. They made sure that the powerful
landholders, called counts, governed their counties justly.
Charlemagne regularly visited every part of his kingdom. He also
kept a close watch on the management of his huge estates — the
source of Carolingian wealth and power. One of his greatest
accomplishments was the encouragement of learning. He sur-
rounded himself with English, German, Italian, and Spanish schol-
ars. For his many sons and daughters and other children at the
court, Charlemagne opened a palace school. He also ordered
monasteries to open schools to train future monks and priests, gj
Charlemagne's Heirs A year before Charlemagne died in 814, he crowned his
only surviving son, Louis the Pious, as emperor. Louis was a devoutly religious man
but an ineffective ruler. He left three sons: Lothair (loh*THAIR), Charles the Bald,
and Louis the German. They fought one another for control of the Empire. In 843,
the brothers signed the Treaty of Verdun, dividing the empire into three kingdoms.
As a result, Carolingian kings lost power and central authority broke down. The lack
of strong rulers led to a new system of governing and landholding — feudalism.
a Emperor
Charlemagne
i
SECTION
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Middle Ages • Franks • monastery • secular • Carolingian Dynasty • Charlemagne
USING YOUR NOTES
2. What was the most important
event in the unification of the
Germanic kingdoms? Why?
500
IZ00
MAIN IDEAS
3. What were three roots of
medieval culture in western
Europe?
4. What are three ways that
civilization in western Europe
declined after the Roman
Empire fell?
5. What was the most important
achievement of Pope Gregory I?
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY
Use the Internet to locate a medieval monastery that remains today in
western Europe. Write a two-paragraph history of the monastery and
include an illustration.
CRITICAL THINKING & WRITING
6. DRAWING CONCLUSIONS How was the relationship
between a Frankish king and the pope beneficial to both?
7. RECOGNIZING EFFECTS Why was Charles Martel's victory
at the Battle of Tours so important for Christianity?
8. EVALUATING What was Charlemagne's greatest
achievement? Give reasons for your answer.
9. WRITING ACTIVITY | EMPIRE BUILDING | How does
Charlemagne's empire in medieval Europe compare with
the Roman Empire? Support your opinions in a three-
paragraph expository essay.
INTERNET KEYWORD
Medieval monasteries
European Middle Ages 357
Feudalism in Europe
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
POWER AND AUTHORITY
The rights and duties of feudal
• lord
• serf
Feudalism, a political and
relationships helped shape
• fief
• manor
economic system based on
today's forms of representative
• vassal
• tithe
land-holding and protective
government.
• knight
alliances, emerges in Europe.
SETTING THE STAGE After the Treaty of Verdun, Charlemagne’s three feud-
ing grandsons broke up the kingdom even further. Part of this territory also
became a battleground as new waves of invaders attacked Europe. The political
turmoil and constant warfare led to the rise of European feudalism, which, as you
read in Chapter 2, is a political and economic system based on land ownership
and personal loyalty.
TAKING NOTES
Analyzing Causes and
Recognizing Effects Use
a web diagram to show
the causes and effects
of feudalism.
Invaders Attack Western Europe
From about 800 to 1000, invasions destroyed the Carolingian Empire. Muslim
invaders from the south seized Sicily and raided Italy. In 846, they sacked Rome.
Magyar invaders struck from the east. Like the earlier Huns and Avars, they
terrorized Germany and Italy. And from the north came the fearsome Vikings.
The Vikings Invade from the North The Vikings set sail from Scandinavia
(SKAN*duh*NAY*vee*uh), a wintry, wooded region in Northern Europe. (The
region is now the countries of Denmark, Norway, and Sweden.) The Vikings, also
called Northmen or Norsemen, were a Germanic people. They worshiped warlike
gods and took pride in nicknames like Eric Bloodaxe and Thorfinn Skullsplitter.
The Vikings carried out their raids with terrifying speed. Clutching swords
and heavy wooden shields, these helmeted seafarers beached their ships, struck
quickly, and then moved out to sea again. They were gone before locals could
mount a defense. Viking warships were awe-inspiring. The largest of these long
ships held 300 warriors, who took turns rowing the ship’s 72 oars. The prow of
each ship swept grandly upward, often ending with the carved head of a sea mon-
ster. A ship might weigh 20 tons when fully loaded. Yet, it could sail in a mere T A sketch of a
three feet of water. Rowing up shallow creeks, the Vikings looted inland villages Viking longboat
358 Chapter 13
Feudalism
Bffeci
Bffeci
Cause
Cause
L
To Iceland
1,000 Kilometers
SCANDINAVIA
ENGLAI
ATLANTIC
OCEAN
gnube
FRANCI
CALIPHATE
OF CORDOVA
Viking invasion routes
Viking areas
Muslim invasion routes
Muslim areas
Magyar invasion routes
Magyar areas
Constantinopl
EMPIRE
Invasions in Europe, 700-
INTERACTIVE
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Location What lands did the Vikings raid?
2. Movement Why were the Viking, Magyar, and Muslim invasions so threatening to Europe ?
The Vikings were not only warriors but also traders, farmers, and explorers.
They ventured far beyond western Europe. Vikings journeyed down rivers into the
heart of Russia, to Constantinople, and even across the icy waters of the North
Atlantic. A Viking explorer named Leif (leef) Ericson reached North America
around 1000, almost 500 years before Columbus. About the same time, the Viking
reign of terror in Europe faded away. As Vikings gradually accepted Christianity,
they stopped raiding monasteries. Also, a warming trend in Europe’s climate made
farming easier in Scandinavia. As a result, fewer Scandinavians adopted the sea-
faring life of Viking warriors.
Magyars and Muslims Attack from the East and South As Viking invasions
declined, Europe became the target of new assaults. The Magyars, a group of
nomadic people, attacked from the east, from what is now Hungary. Superb horse-
men, the Magyars swept across the plains of the Danube River and invaded west-
ern Europe in the late 800s. They attacked isolated villages and monasteries. They
overran northern Italy and reached as far west as the Rhineland and Burgundy. The
Magyars did not settle conquered land. Instead, they took captives to sell as slaves.
The Muslims struck from the south. They began their encroachments from their
strongholds in North Africa, invading through what are now Italy and Spain. In the
600s and 700s, the Muslim plan was to conquer and settle in Europe. By the 800s
and 900s, their goal was also to plunder. Because the Muslims were expert seafar-
ers, they were able to attack settlements on the Atlantic and Mediterranean coasts.
They also struck as far inland as Switzerland.
The invasions by Vikings, Magyars, and Muslims caused widespread disorder
and suffering. Most western Europeans lived in constant danger. Kings could not
European Middle Ages 359
effectively defend their lands from invasion. As a result, people no longer looked
to a central ruler for security. Instead, many turned to local rulers who had their
own armies. Any leader who could fight the invaders gained followers and politi-
cal strength. A,
A New Social Order: Feudalism
In 91 1, two former enemies faced each other in a peace ceremony. Rollo was the
head of a Viking army. Rollo and his men had been plundering the rich Seine (sayn)
River valley for years. Charles the Simple was the king of France but held little
power. Charles granted the Viking leader a huge piece of French territory. It
became known as Northmen’s land, or Normandy. In return, Rollo swore a pledge
of loyalty to the king.
Feudalism Structures Society The worst years of the invaders’ attacks spanned
roughly 850 to 950. During this time, rulers and warriors like Charles and Rollo made
similar agreements in many parts of Europe. The system of governing and landhold-
ing, called feudalism, had emerged in Europe. A similar feudal system existed in
China under the Zhou Dynasty, which ruled from around the 1 1th century b.c. until
256 b.c. Feudalism in Japan began in a.d. 1192 and ended in the 19th century.
The feudal system was based on rights and obligations. In exchange for military
protection and other services, a lord , or landowner, granted land called a fief.The
person receiving a fief was called a vassal . Charles the Simple, the lord, and Rollo,
the vassal, showed how this two-sided bargain worked. Feudalism depended on the
control of land.
The Feudal Pyramid The structure of feudal society was much like a pyramid. At
the peak reigned the king. Next came the most powerful vassals — wealthy
landowners such as nobles and bishops. Serving beneath these vassals were
knights. Knig hts were mounted horsemen who pledged to defend their lords’ lands
in exchange for fiefs. At the base of the pyramid were landless peasants who toiled
in the fields. (See Analyzing Key Concepts on next page.)
Social Classes Are Well Defined In the feudal system, status determined a per-
son’s prestige and power. Medieval writers classified people into three groups:
those who fought (nobles and knights), those who prayed (men and women of the
Church), and those who worked (the peasants). Social class was usually inherited.
In Europe in the Middle Ages, the vast majority of people were peasants. Most
peasants were serfs. Serfs were people who could not lawfully leave the place where
they were born. Though bound to the land, serfs were not slaves. Their lords could
not sell or buy them. But what their labor produced belonged to the lord.
Manors: The Economic Side of Feudalism
The manor was the lord’s estate. During the Middle Ages, the manor system was
the basic economic arrangement. The manor system rested on a set of rights and
obligations between a lord and his serfs. The lord provided the serfs with housing,
farmland, and protection from bandits. In return, serfs tended the lord’s lands,
cared for his animals, and performed other tasks to maintain the estate. Peasant
women shared in the farm work with their husbands. All peasants, whether free or
serf, owed the lord certain duties. These included at least a few days of labor each
week and a certain portion of their grain.
A Self-Contained World Peasants rarely traveled more than 25 miles from their
own manor. By standing in the center of a plowed field, they could see their entire
world at a glance. A manor usually covered only a few square miles of land. It
Recognizing
Effects
& What was the
impact of Viking,
Magyar, and
Muslim invasions
on medieval
Europe?
Vocabulary
Status is social
ranking.
360 Chapter 13
'> Analyzing Key Concepts
Feudalism
Feudalism was a political system in which nobles were granted the use of
land that legally belonged to the king. In return, the nobles agreed to give
their loyalty and military services to the king. Feudalism developed not only
in Europe but also in countries like Japan.
European Feudalism
Church
Official
Noble
Knights
Peasants
Peasants
> DATA FILE
FEUDAL FACTS AND
FIGURES
• In the 14th century, before the
bubonic plague struck, the
population of France was
probably between 10 and 21
million people.
• In feudal times, the building of
a cathedral took between 50 to
150 years.
• In feudal times, dukedoms
were large estates ruled by a
duke. In 1216, the Duke of
Anjou had 34 knights, the
Duke of Brittany had 36
knights, and the Count of
Flanders had 47 knights.
• In the 14th century, the nobility
in France made up about 1
percent of the population.
• The word feudalism comes
from the Latin word feudum,
meaning fief.
• The Japanese word daimyo
comes from the words dai f
meaning "large," and myo
(shorten from myoden),
meaning "name-land" or
"private land."
INTEGRATED TECHNOLOGY
Peasants
RESEARCH LINKS For more on
feudalism, go to classzone.com
Artisans
/
Merchants
Japanese Feudalism
Daimyo
Samurai
Emperor
Daimyo
Samurai
* SOURCES: A Distant Mirror by Barbara
Tuchman; Encyclopaedia Britannica
Connect to Today
1. Comparing What are the similarities
between feudalism in Europe and
feudalism in Japan?
See Skillbuilder Handbook, Page R7.
2. Forming and Supporting Opinions
Today, does the United States have a
system of social classes? Support
your answer with evidence.
361
0 Peasant Cottages
Where the peasants lived
The Medieval Manor
The medieval manor varied in size. The
illustration to the right is a plan of a typical
English manor.
Q Manor House
The dwelling place of the lord and his
family and their servants
0 Village Church
Site of both religious services and
public meetings
0 Lord's Demesne
Fields owned by the lord and worked
by the peasants
0 Peasant Crofts
Gardens that belonged to the peasants
0 Mill
Water-powered mill for grinding grain
0 Common Pasture
Common area for grazing animals
0 Woodland
Forests provided wood for fuel.
typically consisted of the lord’s manor house, a church, and workshops. Generally,
15 to 30 families lived in the village on a manor. Fields, pastures, and woodlands
surrounded the village. Sometimes a stream wound through the manor. Streams
and ponds provided fish, which served as an important source of food. The mill for
grinding the grain was often located on the stream.
The manor was largely a self-sufficient community. The serfs and peasants
raised or produced nearly everything that they and their lord needed for daily life —
crops, milk and cheese, fuel, cloth, leather goods, and lumber. The only outside
purchases were salt, iron, and a few unusual objects such as millstones. These were
huge stones used to grind flour. Crops grown on the manor usually included grains,
such as wheat, rye, barley, and oats, and vegetables, such as peas, beans, onions,
and beets. B,
The Harshness of Manor Life For the privilege of living on the lord’s land, peas-
ants paid a high price. They paid a tax on all grain ground in the lord’s mill. Any
attempt to avoid taxes by baking bread elsewhere was treated as a crime. Peasants
also paid a tax on marriage. Weddings could take place only with the lord’s
MAIN IDEA
Analyzing Causes
B How might the
decline of trade
during the early
Middle Ages have
contributed to the
self-sufficiency of
the manor system?
362 Chapter 13
MAIN IDEA
Analyzing Primary
Sources
Cj What problems
did peasant families
face?
consent. After all these payments to the lord, peasant families owed the village
priest a tithe , or church tax. A tithe represented one-tenth of their income.
Serfs lived in crowded cottages, close to their neighbors. The cottages had only
one or two rooms. If there were two rooms, the main room was used for cooking,
eating, and household activities. The second was the family bedroom. Peasants
warmed their dirt-floor houses by bringing pigs inside. At night, the family hud-
dled on a pile of straw that often crawled with insects. Peasants’ simple diet con-
sisted mainly of vegetables, coarse brown bread, grain, cheese, and soup.
Piers Plowman, written by William Langland in 1362, reveals the hard life of
English peasants:
PRIMARY SOURCE
What by spinning they save, they spend it in house-hire,
Both in milk and in meal to make a mess of porridge,
To cheer up their children who chafe for their food,
And they themselves suffer surely much hunger
And woe in the winter, with waking at nights
And rising to rock an oft restless cradle.
WILLIAM LANGLAND, Piers Plowman
For most serfs, both men and women, life was work and more work. Their days
revolved around raising crops and livestock and taking care of home and family. As
soon as children were old enough, they were put to work in the fields or in the home.
Many children did not survive to adulthood. Illness and malnutrition were constant
afflictions for medieval peasants. Average life expectancy was about 35 years. And
during that short lifetime, most peasants never traveled more than 25 miles from
their homes.
Yet, despite the hardships they endured, serfs accepted their lot in life as part of
the Church’s teachings. They, like most Christians during medieval times, believed
that God determined a person’s place in society.
This 14th century
drawing shows two
men flailing corn.
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• lord • fief • vassal • knight • serf • manor • tithe
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. What is the main reason
feudalism developed? Explain.
3. What groups invaded Europe in
the 800s?
6. COMPARING How were the Vikings different from earlier
Germanic groups that invaded Europe?
4. What obligations did a peasant
have to the lord of the manor?
5. What were the three social
classes of the feudal system?
7. MAKING INFERENCES How was a manor largely self-
sufficient both militarily and economically during the early
Middle Ages?
8. DRAWING CONCLUSIONS What benefits do you think a
medieval manor provided to the serfs who lived there?
9. WRITING ACTIVITY POWER AND AUTHOR! ! Draw up a
contract between a lord and a vassal, such as a knight, or
between the lord of a manor and a serf. Include the
responsibilities, obligations, and rights of each party.
CONNECT TO TODAY
WRITING A NEWS ARTICLE
Research modern marauders, who, like the Vikings of history, are involved in
piracy on the seas. Write a brief news article describing their activities.
European Middle Ages 363
The Age of Chivalry
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
RELIGIOUS AND ETHICAL SYSTEMS
The code of chivalry has shaped
• chivalry • troubadour
The code of chivalry for knights
modern ideas of romance in
• tournament
glorified both combat and
Western cultures.
romantic love.
SETTING THE STAGE During the Middle Ages, nobles constantly fought one
another. Their feuding kept Europe in a fragmented state for centuries. Through
warfare, feudal lords defended their estates, seized new territories, and increased
their wealth. Lords and their armies lived in a violent society that prized combat
skills. By the 1100s, though, a code of behavior began to arise. High ideals
guided warriors’ actions and glorified their roles.
TAKING NOTES
Summarizing Identify
the ideas associated
with chivalry.
Knights: Warriors on Horseback
Soldiers mounted on horseback became valuable in combat during the reign of
Charlemagne’s grandfather, Charles Martel, in the 700s. Charles Martel had
observed that the Muslim cavalry often turned the tide of battles. As a result, he
organized Frankish troops of armored horsemen, or knights.
The Technology of Warfare Changes Leather saddles and stirrups changed the
way warfare was conducted in Europe during the 700s. Both had been developed
in Asia around 200 B.c.
The saddle kept a warrior firmly seated on a moving horse. Stirrups enabled
him to ride and handle heavier weapons. Without stirrups to brace him, a charg-
ing warrior was likely to topple off his own horse. Frankish knights, galloping
full tilt, could knock over enemy foot soldiers and riders on horseback.
Gradually, mounted knights became the most important part of an army. Their
warhorses played a key military role.
The Warrior's Role in Feudal Society By the 1 1th century, western Europe was
a battleground of warring nobles vying for power. To defend their territories,
feudal lords raised private armies of knights. In exchange for military service,
364 Chapter 13
◄ These two-
inch iron spikes,
called caltrops,
were strewn on
a battlefield to
maim warhorses
or enemy foot
soldiers.
feudal lords used their most abundant resource — land. They rewarded knights,
their most skilled warriors, with fiefs from their sprawling estates. Wealth from
these fiefs allowed knights to devote their lives to war. Knights could afford to pay
for costly weapons, armor, and warhorses.
As the lord’s vassal, a knight’s main obligation was to serve in battle. From his
knights, a lord typically demanded about 40 days of combat a year. Knights’ pas-
times also often revolved around training for war. Wrestling and hunting helped
them gain strength and practice the skills they would need on the battlefield.
Knighthood and the Code of Chivalry
Knights were expected to display courage in battle and loyalty to their lord. By the
1100s, the code of chivalry (SHIHV*uhl*ree), a complex set of ideals, demanded
that a knight fight bravely in defense of three masters. He devoted himself to his
earthly feudal lord, his heavenly Lord, and his chosen lady. The chivalrous knight
also protected the weak and the poor. The ideal knight was loyal, brave, and cour-
teous. Most knights, though, failed to meet all of these high standards. For exam-
ple, they treated the lower classes brutally.
A Knight's Training Sons of nobles began training for knighthood at an early age
and learned the code of chivalry. At age 7, a boy would be sent off to the castle of
another lord. As a page, he waited on his hosts and began to practice fighting skills.
At around age 14, the page reached the rank of squire. A squire acted as a servant
to a knight. At around age 21, a squire became a full-fledged knight.
Analyzing Art
Chivalry
The Italian painter Paolo
Uccello captures the spirit of
the age of chivalry in this
painting, St George and the
Dragon (c. 1455-1460).
According to myth, St. George
rescues a captive princess by
killing her captor, a dragon.
• The Knight St. George,
mounted on a horse and
dressed in armor, uses his
lance to attack the dragon.
• The Dragon The fierce-
looking dragon represents evil.
• The Princess The princess
remains out of the action as
her knight fights the dragon
on her behalf.
SKILLBUILDER:
Interpreting Visual Sources
In what way does this
painting show the knight's
code of chivalry?
European Middle Ages 365
Science ScTechnology
INTERACTIVE
Castles and Siege Weapons
Siege Tower
• had a platform on top that
lowered like a drawbridge
• could support weapons
and soldiers
Battering Ram
• made of heavy timber
with a sharp metal tip
• swung like a pendulum
to crack castle walls or to
knock down drawbridge
Mantlet
• shielded soldiers
Tortoise
• moved slowly on wheels
• sheltered soldiers from
falling arrows
An Array of High-Flying Missiles
1. Making Inferences How do these
siege weapons show that their
designers knew the architecture of a
castle well?
See Skillbuilder Handbook, Page R 16 .
2. Drawing Conclusions What are
some examples of modern weapons
of war? What do they indicate about
the way war is conducted today?
Attacking armies carefully planned how to capture a castle. Engineers would
inspect the castle walls for weak points in the stone. Then, enemy soldiers
would try to ram the walls, causing them to collapse. At the battle site,
attackers often constructed the heavy and clumsy weapons shown here.
Trebuchet
• worked like a
giant slingshot
• propelled objects
up to a distance
of 980 feet
Using the trebuchet, enemy soldiers launched
a wide variety of missiles over the castle walls
• pots of burning lime
• boulders
• severed human heads
• captured soldiers
• diseased cows
• dead horses
RESEARCH LINKS For more on medieval
weapons go to classzone.com
366
Mangonel
• flung huge rocks
that crashed into
castle walls
• propelled objects
up to a distance
of 1 ,300 feet
m fjJ I' m m »'
V
!v%r
MAIN IDEA
Comparing
&/ How are tour-
naments like
modern sports
competitions?
Vocabulary
A siege is a military
blockade staged by
enemy armies trying
to capture a fortress.
After being dubbed a knight, most young men traveled for a year or two. The
young knights gained experience fighting in local wars. Some took part in mock
battles called tournaments . Tournaments combined recreation with combat train-
ing. Two armies of knights charged each other. Trumpets blared, and lords and
ladies cheered. Like real battles, tournaments were fierce and bloody competitions.
Winners could usually demand large ransoms from defeated knights. A )
Brutal Reality of Warfare The small-scale violence of tournaments did not match
the bloodshed of actual battles, especially those fought at castles. By the 1100s,
massive walls and guard towers encircled stone castles. These castles dominated
much of the countryside in western Europe. Lord and lady, their family, knights
and other men-at-arms, and servants made their home in the castle. The castle also
was a fortress, designed for defense.
A castle under siege was a gory sight. Attacking armies used a wide range of
strategies and weapons to force castle residents to surrender. Defenders of a castle
poured boiling water, hot oil, or molten lead on enemy soldiers. Expert archers
were stationed on the roof of the castle. Armed with crossbows, they fired deadly
bolts that could pierce full armor.
The Literature of Chivalry
In the 1100s, the themes of medieval literature downplayed
the brutality of knighthood and feudal warfare. Many stories
idealized castle life. They glorified knighthood and chivalry,
tournaments and real battles. Songs and poems about a
knight’s undying love for a lady were also very popular.
Epic Poetry Feudal lords and their ladies enjoyed listening
to epic poems. These poems recounted a hero’s deeds and
adventures. Many epics retold stories about legendary
heroes such as King Arthur and Charlemagne.
The Song of Roland is one of the earliest and most
famous medieval epic poems. It praises a band of French
soldiers who perished in battle during Charlemagne’s reign.
The poem transforms the event into a struggle. A few brave
French knights led by Roland battle an overwhelming army
of Muslims from Spain. Roland’s friend, Turpin the
Archbishop, stands as a shining example of medieval ideals.
Turpin represents courage, faith, and chivalry:
PRIMARY SOURCE
And now there comes the Archbishop.
He spurs his horse, goes up into a mountain,
summons the French; and he preached them a sermon:
"Barons, my lords, [Charlemagne] left us in this place.
We know our duty: to die like good men for our King.
Fight to defend the holy Christian faith."
from The Song of Roland
Love Poems and Songs Under the code of chivalry, a
knight’s duty to his lady became as important as his duty to
his lord. In many medieval poems, the hero’s difficulties
resulted from a conflict between those two obligations.
Troubadours were traveling poet-musicians at the cas-
tles and courts of Europe. They composed short verses and
Connect ^Today
Epic Films
The long, narrative epic poem has
given way in modern times to the
epic film. Epic films feature larger-
than-life characters in powerful
stories that deal with mythic and
timeless themes. These films take
their stories from history, legend, and
fantasy. The first epic film was Birth
of a Nation, released in 1915.
Some modern epic films are
Braveheart (1995), pictured above;
Gladiator (2000); and the Star Wars
saga (six films, 1977-2005).
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY Research five epic
films. Write a one-sentence description
of the historical content for each. Go to
classzone.com for your research.
European Middle Ages 367
songs about the joys and sorrows of romantic love. Sometimes troubadours sang
their own verses in the castles of their lady. They also sent roving minstrels to carry
their songs to courts.
A troubadour might sing about love’s disappointments: “My loving heart, my
faithfulness, myself, my world she deigns to take. Then leave me bare and com-
fortless to longing thoughts that ever wake.”
Other songs told of lovesick knights who adored ladies they would probably
never win: “Love of a far-off land/For you my heart is aching/ And I can find no
relief.” The code of chivalry promoted a false image of knights, making them seem
more romantic than brutal. In turn, these love songs created an artificial image of
women. In the troubadour’s eyes, noblewomen were always beautiful and pure.
The most celebrated woman of the age was Eleanor of Aquitaine (1 122-1204).
Troubadours flocked to her court in the French duchy of Aquitaine. Later, as queen
of England, Eleanor was the mother of two kings, Richard the Lion-Hearted and
John. Richard himself composed romantic songs and poems.
Women's Role in Feudal Society
Most women in feudal society were powerless, just as most men were. But
women had the added burden of being thought inferior to men. This was the view
of the Church and was generally accepted in feudal society. Nonetheless, women
Analyzing Primary Sources
Daily Life of a Noblewoman
This excerpt describes the daily life of an English
noblewoman of the Middle Ages, Cicely Neville, Duchess of
York. A typical noblewoman is pictured below.
Daily Life of a Peasant Woman
This excerpt describes the daily life of a typical medieval
peasant woman as pictured below.
She gets up at 7a.m., and her chaplain is
waiting to say morning prayers . . . and
when she has washed and dressed . . .
she has breakfast, then she goes to the
chapel, for another service, then
has dinner. . . . After dinner, she
discusses business . . . then has
a short sleep, then drinks ale or
wine. Then . . . she goes to the
chapel for evening service, and has
supper. After supper, she relaxes with
her women attendants. . . . After that,
she goes to her private room, and says
nighttime prayers. By 8 p.m. she is in bed.
DAILY ROUTINE OF CICELY, DUCHESS OF YORK,
I get up early . . . milk our cows and
turn them into the field. . . . Then I
make butter. . . . Afterward I make
cheese. . . . Then the children need
looking after. ... I give the chickens
food . . . and look after the young
geese. ... I bake, I brew. . . .
I twist rope. ... I tease out wool,
and card it, and spin it on a
wheel. ... I organize food for the
cattle, and for ourselves. ... I look
after all the household.
FROM A BALLAD FIRST WRITTEN
DOWN IN ABOUT 1500, quoted in Women
in Medieval Times by Fiona Macdonald
quoted in Women in Medieval Times by Fiona Macdonald
DOCUMENT-BASED QUESTIONS
1. Drawing Conclusions What seem to be the major concerns in the noblewoman's life? How
do they compare with those of the peasant woman?
2 . Making Inferences What qualities would you associate with the peasant woman and the
life she lived?
368 Chapter 13
MAIN IDEA
Summarizing
B>What privileges
did a noblewoman
have in medieval
society?
played important roles in the lives of both noble and
peasant families.
Noblewomen Under the feudal system, a noble-
woman could inherit an estate from her husband. Upon
her lord’s request, she could also send his knights to
war. When her husband was off fighting, the lady of a
medieval castle might act as military commander and a
warrior. At times, noblewomen played a key role in
defending castles. They hurled rocks and fired arrows
at attackers. (See the illustration to the right.)
In reality, however, the lives of most noblewomen
were limited. Whether young or old, females in noble
families generally were confined to activities in the
home or the convent. Also, noblewomen held little
property because lords passed down their fiefs to sons
and not to daughters. E$>
Peasant Women For the vast majority of women of
the lower classes, life had remained unchanged for cen-
turies. Peasant women performed endless labor around
the home and often in the fields, bore children, and
took care of their families. Young peasant girls learned
practical household skills from their mother at an early
age, unlike daughters in rich households who were edu-
cated by tutors. Females in peasant families were poor
and powerless. Yet, the economic contribution they
made was essential to the survival of the peasant household.
As you have read in this section, the Church significantly influenced the status
of medieval women. In Section 4, you will read just how far-reaching was the
influence of the Church in the Middle Ages.
a The noblewomen
depicted in this
manuscript show
their courage and
combat skills in
defending a castle
against enemies.
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• chivalry • tournament • troubadour
USING YOUR NOTES
2. Which ideas associated with
chivalry have remnants in
today's society? Explain.
MAIN IDEAS
3. What were two inventions
from Asia that changed the
technology of warfare in
western Europe?
CRITICAL THINKING & WRITING
6. DEVELOPING HISTORICAL PERSPECTIVE How important a
role did knights play in the feudal system?
7. MAKING INFERENCES How was the code of chivalry like
the idea of romantic love?
Chivalry
cfb
4. Who were the occupants of a
castle?
5. What were some of the themes
of medieval literature?
8. COMPARING AND CONTRASTING In what ways were the
lives of a noblewoman and a peasant woman the same?
different?
9. WRITING ACTIVITY | RELIGIOUS AND ETHICAL SYSTEMS | Write
a persuasive essay in support of the adoption of a code
of chivalry, listing the positive effects it might have on
feudal society.
CONNECT TO TODAY
WRITING AN ADVERTISEMENT
Conduct research to learn more about tournaments. Then, write a 50-word advertisement
promoting a tournament to be held at a modern re-creation of a medieval fair.
European Middle Ages 369
he Power of the Church
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
POWER AND AUTHORITY
Today, many religious leaders
• clergy
• Holy Roman
Church leaders and political
still voice their opinions on
• sacrament
Empire
leaders competed for power
political issues.
• canon law
• lay
and authority.
investiture
SETTING THE STAGE Amid the weak central governments in feudal Europe,
the Church emerged as a powerful institution. It shaped the lives of people from
all social classes. As the Church expanded its political role, strong rulers began
to question the pope’s authority. Dramatic power struggles unfolded in the Holy
Roman Empire, the scene of mounting tensions between popes and emperors.
TAKING NOTES
Following Chronological
Order List the significant
dates and events for the
Holy Roman Empire.
The Far-Reaching Authority of the Church
In crowning Charlemagne as the Roman Emperor in 800, the Church sought to
influence both spiritual and political matters. Three hundred years earlier, Pope
Gelasius I recognized the conflicts that could arise between the two great forces —
the Church and the state. He wrote, “There are two powers by which this world is
chiefly ruled: the sacred authority of the priesthood and the authority of kings.”
Gelasius suggested an analogy to solve such conflicts. God had created two
symbolic swords. One sword was religious. The other was political. The pope
held a spiritual sword. The emperor wielded a political one. Gelasius thought that
the pope should bow to the emperor in political matters. In turn, the emperor
should bow to the pope in religious matters. If each ruler kept the authority in his
own realm, Gelasius suggested, the two leaders could share power in harmony.
In reality, though, they disagreed on the boundaries of either realm. Throughout ^ A q ^
the Middle Ages, the Church and various European rulers competed for power. t j ara symbolized
The Structure of the Church Like the system of feudalism, the Church had its his power,
own organization. Power was based on status. Church structure consisted of dif-
ferent ranks of clergy, or religious officials. The pope in Rome headed the
Church. All clerg y, including bishops and priests, fell under his authority.
Bishops supervised priests, the lowest ranking members of the clergy.
Bishops also settled disputes over Church teachings and practices. For
most people, local priests served as the main contact with the Church.
Religion as a Unifying Force Feudalism and the manor system cre-
ated divisions among people. But the shared beliefs in the teachings of
the Church bonded people together. The church was a stable force dur-
ing an era of constant warfare and political turmoil. It provided
Christians with a sense of security and of belonging to a religious com-
munity. In the Middle Ages, religion occupied center stage.
370 Chapter 13
MAIN IDEA
Analyzing Motives
4/ Why did
medieval peasants
support the
Church?
Medieval Christians’ everyday lives were harsh. Still,
they could all follow the same path to salvation — everlast-
ing life in heaven. Priests and other clergy administered the
sacraments , or important religious ceremonies. These rites
paved the way for achieving salvation. For example, through
the sacrament of baptism, people became part of the
Christian community.
At the local level, the village church was a unifying force
in the lives of most people. It served as a religious and social
center. People worshiped together at the church. They also met
with other villagers. Religious holidays, especially Christmas
and Easter, were occasions for festive celebrations.
The Law of the Church The Church’s authority was both
religious and political. It provided a unifying set of spiritual
beliefs and rituals. The Church also created a system of jus-
tice to guide people’s conduct. All medieval Christians, kings
and peasants alike, were subject to canon law , or Church
law, in matters such as marriage and religious practices. The
Church also established courts to try people accused of vio-
lating canon law. Two of the harshest punishments that
offenders faced were excommunication and interdict.
Popes used the threat of excommunication, or banish-
ment from the Church, to wield power over political rulers.
For example, a disobedient king’s quarrel with a pope might
result in excommunication. This meant the king would be
denied salvation. Excommunication also freed all the king’s
vassals from their duties to him. If an excommunicated king
continued to disobey the pope, the pope, in turn, could use
an even more frightening weapon, the interdict.
Under an interdict, many sacraments and religious services
could not be performed in the king’s lands. As Christians, the
king’s subjects believed that without such sacraments they
might be doomed to hell. In the 1 1th century, excommunica-
tion and the possible threat of an interdict would force a
German emperor to submit to the pope’s commands.
An Age of Superstition
Lacking knowledge of the laws of
nature, many people during the
Middle Ages were led to irrational
beliefs. They expected the dead to
reappear as ghosts. A friendly goblin
might do a person a good deed, but
an evil witch might cause great harm.
Medieval people thought an evil
witch had the power to exchange a
healthy child for a sickly one.
The medieval Church frowned
upon superstitions such as these:
• preparing a table with three knives
to please good fairies
• making a vow by a tree, a pond, or
any place but a church
• believing that a person could
change into the shape of a wolf
• believing that the croak of a raven
or meeting a priest would bring a
person good or bad luck
The Church and the Holy Roman Empire
When Pope Leo III crowned Charlemagne emperor in 800, he unknowingly set the
stage for future conflicts between popes and emperors. These clashes would go on
for centuries.
Otto I Allies with the Church The most effective ruler of medieval Germany was
Otto I, known as Otto the Great. Otto, crowned king in 936, followed the policies
of his hero, Charlemagne. Otto formed a close alliance with the Church. To limit
the nobles’ strength, he sought help from the clergy. He built up his power base by
gaining the support of the bishops and abbots, the heads of monasteries. He dom-
inated the Church in Germany. He also used his power to defeat German princes.
Following in Charlemagne’s footsteps, Otto also invaded Italy on the pope’s behalf.
In 962, the pope rewarded Otto by crowning him emperor.
Signs of Future Conflicts The German-Italian empire Otto created was first
called the Roman Empire of the German Nation. It later became the Holy Roman
Empire . It remained the strongest state in Europe until about 1100. However,
European Middle Ages 371
Otto’s attempt to revive Charlemagne’s empire caused trouble for future German
leaders. Popes and Italian nobles, too, resented German power over Italy.
The Emperor Clashes with the Pope
The Church was not happy that kings, such as Otto, had control over clergy and
their offices. It especially resented the practice of lay investiture , a ceremony in
which kings and nobles appointed church officials. Whoever controlled lay investi-
ture held the real power in naming bishops, who were very influential clergy that
kings sought to control. Church reformers felt that kings should not have that
power. In 1075, Pope Gregory VII banned lay investiture.
The furious young German emperor, Henry TV, immediately called a meeting of
the German bishops he had appointed. With their approval, the emperor ordered
Gregory to step down from the papacy. Gregory then excommunicated Henry.
Afterward, German bishops and princes sided with the pope. To save his throne,
Henry tried to win the pope’s forgiveness.
Showdown at Canossa In January 1077, Henry crossed the snowy Alps to the
Italian town of Canossa (kuh*NAHS*uh). He approached the castle where Gregory
was a guest. Gregory later described the scene:
PRIMARY SOURCE
There, having laid aside all the belongings of royalty, wretchedly, with bare feet and clad
in wool, he [Henry IV] continued for three days to stand before the gate of the castle.
Nor did he desist from imploring with many tears the aid and consolation of the
apostolic mercy until he had moved all of those who were present there.
POPE GREGORY, in Basic Documents in Medieval History
iesland
400 Kilometers
Saxony
POLAND
Aachen
Lorraine Franconia
Bohemia
"Vanus^j,
<r.
Bavaria
Swabia
KINGDOM
OF
HUNGARY
Burgundy
Carinthia
Lombardy v
Po R.
The Holy Roman
Empire
Papal States
Mediterranean
Sea
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Region How many states made up the Holy Roman Empire?
What does this suggest about ruling it as an empire?
2. Location How did the location of the Papal States make them
an easy target for frequent invasions by Germanic rulers?
The Holy Roman
Empire, 1100
The Pope was obligated to forgive
any sinner who begged so humbly.
Still, Gregory kept Henry waiting in
the snow for three days before end-
ing his excommunication. Their
meeting actually solved nothing.
The pope had humiliated Henry, the
proudest ruler in Europe. Yet, Henry
felt triumphant and rushed home to
punish rebellious nobles.
Concordat of Worms The succes-
sors of Gregory and Henry contin-
ued to fight over lay investiture until
1122. That year, representatives of
the Church and the emperor met in
the German city of Worms (wurms).
They reached a compromise known
as the Concordat of Worms. By its
terms, the Church alone could
appoint a bishop, but the emperor
could veto the appointment. During
Henry’s struggle, German princes
regained power lost under Otto. But a
later king, Frederick I, would resume
the battle to build royal authority.
MAIN IDEA
Making Inferences
| / Why was
Henry's journey to
Canossa a political
act?
Vocabulary
Barborosso means
"red beard" in
Italian.
MAIN IDEA
Analyzing Causes
Cj What political
trend kept German
states separate
during the Middle
Ages?
Disorder in the Empire
By 1152, the seven princes who elected the German king real-
ized that Germany needed a strong ruler to keep the peace. They
chose Frederick I, nicknamed “Barbarossa” for his red beard.
The Reign of Frederick I Frederick I was the first ruler to call
his lands the Holy Roman Empire. However, this region was
actually a patchwork of feudal territories. His forceful personal-
ity and military skills enabled him to dominate the German
princes. Yet, whenever he left the country, disorder returned.
Following Otto’s example, Frederick repeatedly invaded the rich
cities of Italy. His brutal tactics spurred Italian merchants to
unite against him. He also angered the pope, who joined the
merchants in an alliance called the Lombard League.
In 1176, the foot soldiers of the Lombard League faced
Frederick’s army of mounted knights at the Battle of Legnano
(lay*NYAHN*oh). In an astonishing victory, the Italian foot sol-
diers used crossbows to defeat feudal knights for the first time in
history. In 1177, Frederick made peace with the pope and returned
to Germany. His defeat, though, had undermined his authority
with the German princes. After he drowned in 1190, his empire fell to pieces.
German States Remain Separate German kings after Frederick, including his
grandson Frederick II, continued their attempts to revive Charlemagne’s empire
and his alliance with the Church. This policy led to wars with Italian cities and to
further clashes with the pope. These conflicts were one reason why the feudal
states of Germany did not unify during the Middle Ages. Another reason was that
the system of German princes electing the king weakened royal authority. German
rulers controlled fewer royal lands to use as a base of power than French
and English kings of the same period, who, as you will learn in Chapter 14, were
establishing strong central authority. Cj
a This manuscript
shows Frederick I
at the height of his
imperial power.
SECTION
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• clergy • sacrament • canon law • Holy Roman Empire • lay investiture
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which of the events were
power struggles between the
Church and rulers? Explain.
3. What were some of the matters
covered by canon law?
4. How did Otto the Great make
the crown stronger than the
German nobles?
5. Why did lay investiture cause a
struggle between kings and
popes?
A CHART
6. COMPARING How was the structure of the Church like
that of the feudal system?
7. EVALUATING DECISIONS Was the Concordat of Worms a
fair compromise for both the emperor and the Church?
Why or why not?
8. DRAWING CONCLUSIONS Why did German kings fail to
unite their lands?
9. WRITING ACTIVITY | POWER AND AUTHORITY | Why did
Henry IV go to Canossa to confront Pope Gregory VII?
Write a brief dialogue that might have taken place
between them at their first meeting.
Research the ruling structure of the modern Roman Catholic Church and then create a chart
showing the structure, or hierarchy.
European Middle Ages 373
TERMS & NAMES
For each term or name below, briefly explain its connection to
the Middle Ages from 500 to 1200.
1 . monastery 5 . manor
2 . Charlemagne 6 . chivalry
3 . vassal 7 . clergy
4 . serf 8 . Holy Roman Empire
MAIN IDEAS
Charlemagne Unites Germanic Kingdoms Section l
(pages 353-357)
9. How did Gregory I increase the political power of the pope?
10. What was the outcome of the Battle of Tours?
11. What was the significance of the pope's declaring
Charlemagne emperor?
Feudalism in Europe Section 2 (pages 358-363)
12. Which invading peoples caused turmoil in Europe during
the 800s?
13. What exchange took place between lords and vassals
under feudalism?
14. What duties did the lord of a manor and his serfs owe
one another?
The Age of Chivalry Section 3 (pages 364-369)
15. What were the stages of becoming a knight?
16. What were common subjects of troubadours' songs?
17. What role did women play under feudalism?
The Power of the Church Section 4 (pages 370-373)
18. What was Gelasius's two-swords theory?
19. Why was Otto I the most effective ruler of Medieval
Germany?
20. How was the conflict between Pope Gregory VII and
Henry IV resolved?
CRITICAL THINKING
1. USING YOUR NOTES
In a chart, compare medieval
Europe to an earlier civilization,
such as Rome or Greece.
Consider government, religion,
and social roles.
2. COMPARING AND CONTRASTING
I EMPIRE BUILDING I How did Otto I and Frederick I try to imitate
Charlemagne's approach to empire building?
3. DRAWING CONCLUSIONS
| POWER AND AUTHORITY | Why do you think the ownership of
land became an increasing source of power for feudal lords?
4. ANALYZING ISSUES
Why did the appointment of bishops become the issue in a
struggle between kings and popes?
5. SYNTHESIZING
I RELIGIOUS AND ETHICAL SYSTEMS I What generalizations could
you make about the relationship between politics and religion
in the Middle Ages?
Medieval Europe
government
religion
social roles
VISUAL SUMMARY
European Middle Ages
PT Economic System
Manors
• Lord's estate • Self-sufficient
• Set of rights and community
obligations between producing a
serfs and lords variety of goods
The Church
• Power over people's • Involvement in
everyday lives political affairs
• Unifying force of
Christian faith
MEDIEVAL
SOCIETY
Code of Behavior
Chivalry
Displays of courage • Devotion to a
and valor in combat feudal lord and
Respect toward heavenly lord
women
Political System
Feudalism
• Form of govern- • Oaths of loyalty in
ment based on exchange for land
landholding and military service
• Alliances between • Ranking of power
lords and vassals and authority
374 Chapter 13
> STANDARDS-BASED ASSESSMENT
Use the quotation and your knowledge of world history to
answer questions 1 and 2.
Additional Test Practice, pp. S1-S33
PRIMARY SOURCE
There was a knight, a most distinguished man,
Who from the day on which he first began
To ride abroad had followed chivalry,
Truth, honor, generous, and courtesy.
He had done nobly in sovereign's war
And ridden in battle, no man more,
As well as Christian in heathen places
And ever honored for his noble graces.
GEOFFREY CHAUCER, The Canterbury Tales
1. Which of these phrases does not characterize the knight
Chaucer describes?
A. a skilled fighter
B. a devoted Christian
C. a young man
D. a well-traveled warrior
2 . What qualities of knighthood do you think are missing from
Chaucer's description?
A. that a knight was of noble birth
B. that a knight was a skilled warrior
C. that a knight adored his chosen lady
D. that a knight devoted himself to his heavenly Lord
Use the bar graph and your knowledge of world history to
answer question 3.
Population of Three Roman Cities
(in France) (in Germany)
City Populations around a.d. 100
■ City Populations around a.d. 900
Sources: Man and History; 3,000 Years of Urban Growth
3. What is the most important point this chart is making?
A. Trier and Lyon were not as large as Rome.
B. Rome was the most populous city in the Roman Empire.
C. All three cities lost significant population after the fall of the
Roman Empire.
D. Rome lost about 300,000 people from a.d. 100 to a.d. 200.
INTEGRATED TECHNOLOGY
TEST PRACTICE Go to classzone.com
• Diagnostic tests • Strategies
• Tutorials • Additional practice
ALTERNATIVE ASSESSMENT
1. Interact with History
On page 352, you considered the issue of what freedoms you
would give up for protection. Now that you have read the
chapter, reconsider your answer. How important was security?
Was it worth not having certain basic freedoms? Discuss your
ideas in a small group.
2. WRITING ABOUT HISTORY
Refer to the text, and then write a three-paragraph character
sketch of a religious or political figure described in this chapter.
Consider the following:
• why the figure was important
• how the figure performed his or her role
INTEGRATED TECHNOLOGY
Designing a Video Game
Use the Internet, books, and other reference materials to find
out more about medieval tournaments. Then create a video
game that imitates a medieval tournament between knights.
Describe your ideas in a proposal that you might send to a
video game company.
Think about video games that are based on contests.
You might adapt some of the rules to your game.
Consider the following:
• the rules of the game
• the system of keeping score of wins and losses
• weapons that should be used
European Middle Ages 375
CHAPTER
The Formation of
Western Europe, 800-1500
Previewing Main Ideas
1 RELIGIOUS AND ETHICAL SYSTEMS ] | n Western Europe the time period
from 800 to 1500 is known as the Age of Faith. Christian beliefs inspired the
Crusades and the building of great cathedrals, and guided the development
of universities.
Geography In which political unit was the capital of Christianity, Rome ,
located?
| ECONOMICS] Medieval Europeans developed new methods of trade and
new systems of finance and commerce. The changes are known as the
Commercial Revolution.
Geography Through which political units would a trader pass if he left
from Venice and went to Calais using a land route?
[CULTURAL INTERACTION I Although destructive in many ways, the Crusades
resulted in a great deal of cultural exchange. Medieval Christian Europe
learned and adopted much from the Muslim world.
Geography A stopping place for Crusaders on their way to the Holy Land
was the city of Constantinople. In what political unit is Constantinople
located?
INTEGRATED TECHNOLOGY
cl
CeEdition
• Interactive Maps
• Interactive Visuals
• Interactive Primary Sources
VIDEO Patterns of Interaction
video series: Bubonic Plague
and Smallpox
1
INTERNET RESOURCES
Go to classzone.com for:
• Maps
Research Links
Internet Activities
Primary Sources
Chapter Quiz
1 Test Practice
1 Current Events
980
1 04T
^Toltec Empire
Movable type
at its peak, (a Toltec
invented in China.
warrior figurine)
376
NORWAY
SWEDEN
^Novgorod
RUSSIAN
PRINCIPALITIES
North
Sea
ENGLAI
LITHUANIA
POLAND
ATLANTIC
OCEAN
HOLY
ROMAN
EMPIRE
Orleans
FRANCE
MOLDAVIA
HUNGARY
iSCQNY
WALLACHIA
Black
Sea
PORT!
BULGARIAN
STATES
ARAGON
Toledo
SERBIAN
STATES
CASTILE
kstaminof}l
Cordoba
Sardinia
(Aragon)
Balearic
500 Miles
500 Kilo meters
Gontc Project
1347
4 Bubonic
plague strikes
Europe.
1215
King John approves
Magna Carta.
1453
Hundred Years' War
ends with French victory,
‘ I Europe, 14th Century
1429
Joan of Arc leads the
French to victory over the
English at Orleans.
V I O
1206
^ Genghis Khan
unites Mongols and is
proclaimed the Great Khan,
1325
The Aztec establish
Tenochtitlan,
377
O' Richard the Lion-Hearted
leads a group of Crusaders on
the Third Crusade to regain
Jerusalem from the Muslims.
Servants and women
sometimes accompanied the
EXAMINING the ISSUES
Crusaders as they made their
way toward the Holy Land.
• What reasons might an individual have to join a Crusade?
• What might be the advantages and disadvantages of staying
home to defend the knight's family and estate?
As a class, discuss these questions. In your discussion, remember
what you’ve learned about the power of religious beliefs to move
people to action. As you read about the Crusades in this chapter,
see how events turned out for the Crusaders.
Interact
with
History
378 Chapter 14
What are the dangers and
rewards of going on a Crusade?
You are a squire in England. The knight you serve has decided to join a Christian Crusade (a
holy war) to capture the city of Jerusalem from the Muslims. He has given you the choice of
joining or staying home to look after his family and manor. On an earlier Crusade, the knight
and his friends looted towns and manors, taking jewels and precious objects. But some of the
knights were also held for ransom, robbed, and murdered. You are torn between the desire for
adventure and possible riches that you might find on the Crusade, and fear of the hazards that
await you on such a dangerous journey.
Church Reform and the Crusades
MAIN IDEA
CULTURAL INTERACTION The
Catholic Church underwent
reform and launched Crusades
against Muslims.
WHY IT MATTERS NOW
The Crusades left a legacy of
distrust between Christians and
Muslims that continues to the
present.
TERMS & NAMES
• simony
• Richard
• Gothic
the Lion-
• Urban II
Hearted
• Crusade
• Reconquista
• Saladin
• Inquisition
SETTING THE STAGE Some historians have called the period in Western
Europe between 500 and 1000 a “dark age.” Magyars seeking plunder pushed up
from the Danube River region. Vikings raided western European church monas-
teries. These groups destroyed many of these centers of learning. Around the
900s, however, a new spirit invaded the church and brought about a spiritual
revival in the clergy. Filled with new energy, the church began restructuring itself
and started massive building programs to create new places of worship.
The Age of Faith
Monasteries led the spiritual revival. The monastery founded at Cluny in France
in 910 was especially important. The reformers there wanted to return to the
basic principles of the Christian religion. To do so, they established new religious
orders. Influenced by the religious devotion and reverence for God shown by the
new monasteries, the popes began to reform the Church. They restored and
expanded its power and authority. A new age of religious feeling was born — the
Age of Faith. Still, many problems troubled the Church.
Problems in the Church Some priests were nearly illiterate and could barely
read their prayers. Some of the popes were men of questionable morals. Many bish-
ops and abbots cared more about their positions as feudal lords than about their
duties as spiritual leaders. Reformers were most distressed by three main issues.
• Many village priests married and had families. Such marriages were
against Church rulings.
• Bishops sold positions in the Church, a practice called simony
(SY*muh*nee).
• Using the practice of lay investiture, kings appointed church bishops.
Church reformers believed the Church alone should appoint bishops.
Reform and Church Organization Pope Leo IX and Pope Gregory VII enforced
Church laws against simony and the marriage of priests. The popes who followed
Leo and Gregory reorganized the Church to continue the policy of reform. In the
1100s and 1200s, the Church was restructured to resemble a kingdom, with the
pope at its head. The pope’s group of advisers was called the papal Curia. The
Curia also acted as a court. It developed canon law (the law of the Church) on mat-
ters such as marriage, divorce, and inheritance. The Curia also decided cases based
TAKING NOTES
Following Chronological
Order Use a time line to
note important events in
the Age of Faith.
900
1500
The Formation of Western Europe 379
on these laws. Diplomats for the pope traveled through Europe dealing with bishops
and kings. In this way the popes established their authority throughout Europe.
The Church collected taxes in the form of tithes. These consumed one-tenth the
yearly income from every Christian family. The Church used some of the money to
perform social services such as caring for the sick and the poor. In fact, the Church
operated most hospitals in medieval Europe. A>
New Religious Orders In the early 1200s, wandering friars traveled from place to
place preaching and spreading the Church’s ideas. Like monks, friars took vows of
chastity, poverty, and obedience. Unlike monks, friars did not live apart from the
world in monasteries. Instead, they preached to the poor throughout Europe’s towns
and cities. Friars owned nothing and lived by begging.
Dominic, a Spanish priest, founded the Dominicans, one of the earliest orders
of friars. Because Dominic emphasized the importance of study, many Dominicans
were scholars. Francis of Assisi (uh*SEE*zee), an Italian, founded another order of
friars, the Franciscans. Francis treated all creatures, including animals, as if they
were his spiritual brothers and sisters.
Women played an important role in the spiritual revival. Women joined the
Dominicans, Benedictines, and Franciscans. In 1212, a woman named Clare and
her friend Francis of Assisi founded the Franciscan order for women. It was known
as the Poor Clares. In Germany, Hildegard of Bingen, a mystic and musician,
founded a Benedictine convent in 1 147. Like friars, these women lived in poverty
and worked to help the poor and sick. Unlike the friars, however, women were not
allowed to travel from place to place as preachers.
MAIN IDEA
Evaluating
Courses of Action
A ; How did the
popes increase their
power and
authority?
Cathedrals— Cities of God
During the medieval period most people worshiped in small churches near their
homes. Larger churches called cathedrals were built in city areas. The cathedral
was viewed as the representation of the City of God. As such, it was decorated with
all the richness that Christians could offer. Between about 800 and 1 100, churches
were built in the Romanesque (ROH*muh*NEHSK) style. The churches had round
arches and a heavy roof held up by thick walls and pillars. The thick walls had tiny
windows that let in little light.
A New Style of Church Architecture A new spirit in the church and access to
more money from the growing wealth of towns and from trade helped fuel the
building of churches in several European countries. In the early 1100s, a new style
of architecture, known as Gothic , evolved throughout medieval Europe. The term
Gothic comes from a Germanic tribe named the Goths. Unlike the heavy, gloomy
Romanesque buildings, Gothic cathedrals thrust upward as if reaching toward
heaven. Light streamed in through huge stained glass windows. Other arts of the
medieval world were evident around or in the Gothic cathedral — sculpture, wood-
carvings, and stained glass windows. All of these elements were meant to inspire
the worshiper with the magnificence of God. See the diagram on the next page to
learn more about Gothic cathedrals.
Soon Gothic cathedrals were built in many towns of France. In Paris, the vaulted
ceiling of the Cathedral of Notre Dame (NOFPtruh DAHM) eventually rose to
more than 100 feet. Then Chartres, Reims, Amiens, and Beauvais built even taller
cathedrals. In all, nearly 500 Gothic churches were built between 1170 and 1270.
380 Chapter 14
History n Depth
H INTERACTIVE
Gothic Architecture
The master builders in France, where the Gothic style originated,
developed techniques of structural engineering that were key to
Gothic architecture: Oribbed vaults that supported the roof’s
weight, © flying buttresses that transferred weight to thick,
exterior walls, © pointed arches that framed huge stained glass
windows, and 0 tall spires that seemed to be pointing to heaven.
SKILLBUILDER: Interpreting Visual Sources
1. Drawing Conclusions Pose and answer three questions about elements
in the style of Gothic architecture that might affect the sense of height
and light inside.
2. Comparing and Contrasting Think about stained glass windows you
have seen. Do they tell a story? What figures or events do they illustrate?
▲ Chartres Cathedral
The cathedral of Chartres (shahrt) is a
masterpiece of Gothic architecture. The
cathedral has hundreds of sculptures.
The stone carvings that frame every door
illustrate Bible stories. In this photograph,
you can see the cathedral has not one,
but two bell towers.
▲ Stained Glass
In addition to its sculpture
and soaring towers, Chartres
Cathedral has some of the
most beautiful stained glass
windows of any Gothic
cathedral in Europe. The
windows illustrate stories
from the Bible. As illiterate
peasants walked past the 176
windows, they could view
those stories. The window
above depicts the parable of
the Good Samaritan.
The Formation of Western Europe 381
The Crusades
The Age of Faith also inspired wars of conquest. In 1093, the Byzantine emperor
Alexius Comnenus sent an appeal to Robert, Count of Flanders. The emperor asked
for help against the Muslim Turks. They were threatening to conquer his capital,
Constantinople:
PRIMARY SOURCE
Come then, with all your people and give battle with all your strength, so that all this
treasure shall not fall into the hands of the Turks. . . . Therefore act while there is still
time lest the kingdom of the Christians shall vanish from your sight and, what is more
important, the Holy Sepulchre [the tomb where Jesus was buried] shall vanish. And in
your coming you will find your reward in heaven, and if you do not come, God will
condemn you.
EMPEROR ALEXIUS COMNENUS, quoted in The Dream and the Tomb by Robert Payne
Pope Urban 11 also read that letter. Shortly after this appeal, he issued a call for
what he termed a “holy war,” a Crusade , to gain control of the Holy Land. Over
the next 300 years, a number of such Crusades were launched.
▼ The red cross
on his tunic
identifies this
knight as a
crusader.
Goals of the Crusades The Crusades had economic, social, and political goals as
well as religious motives. Muslims controlled Palestine (the Holy Land) and threat-
ened Constantinople. The Byzantine emperor in Constantinople appealed to
Christians to stop Muslim attacks. In addition, the pope wanted to reclaim
Palestine and reunite Christendom, which had split into Eastern and Western
branches in 1054.
In addition, kings and the Church both saw the Crusades as an oppor-
tunity to get rid of quarrelsome knights who fought each other. These
knights threatened the peace of the kingdoms, as well as Church property.
Others who participated in the Crusades were younger sons who,
unlike eldest sons, did not stand to inherit their father’s property. They
were looking for land and a position in society, or for adventure.
In the later Crusades, merchants profited by making cash loans to finance
the journey. They also leased their ships for a hefty fee to transport armies
over the Mediterranean Sea. In addition, the merchants of Pisa, Genoa, and
Venice hoped to win control of key trade routes to India, Southeast Asia, and
China from Muslim traders.
The First and Second Crusades Pope Urban’s call brought a tremen-
dous outpouring of religious feeling and support for the Crusade.
According to the pope, those who died on Crusade were assured of a
place in heaven. With red crosses sewn on tunics worn over their armor
and the battle cry of “God wills it!” on their lips, knights and common-
ers were fired by religious zeal and became Crusaders.
By early 1097, three armies of knights and people of all classes had
gathered outside Constantinople. Most of the Crusaders were French, but
Bohemians, Germans, Englishmen, Scots, Italians, and Spaniards came
as well. The Crusaders were ill-prepared for war in this First Crusade.
Many knew nothing of the geography, climate, or culture of the Holy
Land. They had no grand strategy to capture Jerusalem. The nobles
argued among themselves and couldn’t agree on a leader. Finally an army
of 12,000 (less than one-fourth of the original army) approached
Jerusalem. The Crusaders besieged the city for over a month. On July 15,
1099, they captured the city.
Vocabulary
Holy Land:
Palestine; the area
where Jesus lived
and preached
382 Chapter 14
ENGLAND
HOLY
ROMAN
EMPIRE
POLAND
dll Christian lands
l j Muslim lands
■ Kingdoms established
by the Crusaders
First Crusade, 1096-1099
Second Crusade, 1147-1149
Third Crusade, 1189-1191
Fourth Crusade, 1202-1204
Reg ensburg
Vezelay
FRANCE
.HUNGARY
Venice
Belgrade
Clermont
Genoa
Marseille'
BULGARIA
SERBIA
SPAIN
Sardinia
SELJUK TURKS
Lisbon
SICILY
Acre
Jerusalem
1,000 Kilometers
The Crusades, 1096-1204
INTERACTIVE
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Place What Muslim power ruled lands close to the Christian city of Constantinople?
2. Movement Which Crusade did not make it to Jerusalem? Where did this Crusade end?
MAIN IDEA
Summarizing
What, if any-
thing, had the
Crusaders gained
by the end of the
Second Crusade?
All in all, the Crusaders had won a narrow strip of land. It stretched about 650
miles from Edessa in the north to Jerusalem in the south. Four feudal Crusader
states were carved out of this territory, each ruled by a European noble.
The Crusaders’ states were extremely vulnerable to Muslim counterattack. In
1 144, Edessa was reconquered by the Turks. The Second Crusade was organized to
recapture the city. But its armies straggled home in defeat. In 1187, Europeans
were shocked to learn that Jerusalem itself had fallen to a Kurdish warrior and
Muslim leader Saladin (SAL*uh*dihn).
The Third Crusade The Third Crusade to recapture Jerusalem was led by three of
Europe’s most powerful monarchs. They were Philip II (Augustus) of France,
German emperor Frederick I (Barbarossa), and the English king, Richard the
Lion-Hearted . Philip argued with Richard and went home. Barbarossa drowned on
the journey. So, Richard was left to lead the Crusaders in an attempt to regain the
Holy Land from Saladin. Both Richard and Saladin were brilliant warriors. After
many battles, the two agreed to a truce in 1192. Jerusalem remained under Muslim
control. In return, Saladin promised that unarmed Christian pilgrims could freely
visit the city’s holy places.
The Crusading Spirit Dwindles
In 1204, the Fourth Crusade to capture Jerusalem failed. The knights did not reach
the Holy Land. Instead, they ended up looting the city of Constantinople. In the
1200s, four more Crusades to free the holy land were also unsuccessful. The reli-
gious spirit of the First Crusade faded, and the search for personal gain grew. In
two later Crusades, armies marched not to the Holy Land but to Egypt. The
Crusaders intended to weaken Muslim forces there before going to the Holy Land.
But none of these attempts conquered much land.
The Formation of Western Europe 383
History Makers
Richard the Lion-Hearted
1157-1199
Richard was noted for his good looks,
charm, courage, grace-and
ruthlessness. When he heard that
Jerusalem had fallen to the Muslims,
he was filled with religious zeal. He
joined the Third Crusade, leaving
others to rule England in his place.
Richard mounted a siege on the city
of Acre. Saladin's army was in the hills
overlooking the city, but it was not
strong enough to defeat the Crusaders.
When finally the city fell, Richard had
the Muslim survivors— some 3,000 men,
women, and children— slaughtered.
The Muslim army watched helplessly
from the hills.
I
Saladin
1138-1193
Saladin was the most famous Muslim
leader of the 1 100s. His own people
considered him a most devout man.
Even the Christians regarded him as
honest and brave.
He wished to chase the Crusaders
back into their own territories. He said:
I think that when Cod grants me
victory over the rest of Palestine , /
shall divide my territories ; make a
will stating my wishes ; then set
sail on this sea for their far-off
lands and pursue the Franks
there , so as to free the earth from
anyone who does not believe in
Allah , or die in the attempt.
The Children's Crusade The Children’s Crusade took place in 1212. In two dif-
ferent movements, thousands of children set out to conquer Jerusalem. One group
in France was led by 12-year-old Stephen of Cloyes. An estimated 30,000 children
under 18 joined him. They were armed only with the belief that God would give
them Jerusalem. On their march south to the Mediterranean, many died from cold
and starvation. The rest drowned at sea or were sold into slavery.
In Germany, Nicholas of Cologne gathered about 20,000 children and young
adults. They began marching toward Rome. Thousands died in the cold and treach-
erous crossing of the Alps. Those who survived the trip to Italy finally did meet the
pope. He told them to go home and wait until they were older. About 2,000 sur-
vived the return trip to Germany. A few boarded a ship for the Holy Land and were
never heard of again. Cj
A Spanish Crusade In Spain, Muslims (called Moors) controlled most of the
country until the 1 100s. The Reconquista (reh*kawn*KEES # tah) was a long effort
by the Spanish to drive the Muslims out of Spain. By the late 1400s, the Muslims
held only the tiny kingdom of Granada. In 1492, Granada finally fell to the
Christian army of Ferdinand and Isabella, the Spanish monarchs.
To unify their country under Christianity and to increase their power, Isabella and
Ferdinand made use of the Inquisition . This was a court held by the Church to sup-
press heresy. Heretics were people whose religious beliefs differed from the teach-
ings of the Church. Many Jews and Muslims in Spain converted to Christianity
during the late 1400s. Even so, the inquisitors suspected these Jewish and Muslim
converts of heresy. A person suspected of heresy might be questioned for weeks and
even tortured. Once suspects confessed, they were often burned at the stake. In 1492,
MAIN IDEA
Making
Inferences
£/ How does the
Children's Crusade
illustrate the power
of the Church?
384 Chapter 14
the monarchs expelled all practicing Jews and
Muslims from Spain.
The Effects of the Crusades
The Crusades are a forceful example of the power
of the Church during the medieval period. The call
to go to the Holy Land encouraged thousands to
leave their homes and travel to faraway lands. For
those who stayed home, especially women, it meant
a chance to manage affairs on the estates or to oper-
ate shops and inns.
European merchants who lived and traded in the
Crusader states expanded trade between Europe
and Southwest Asia. The goods imported from
Southwest Asia included spices, fruits, and cloth.
This trade with the West benefited both Christians
and Muslims.
However, the failure of later Crusades also less-
ened the power of the pope. The Crusades weakened
the feudal nobility and increased the power of kings.
Thousands of knights and other participants lost
their lives and fortunes. The fall of Constantinople
weakened the Byzantine Empire.
For Muslims, the intolerance and prejudice displayed by Christians in the Holy
Land left behind a legacy of bitterness and hatred. This legacy continues to the
present. For Christians and Jews who remained in the Muslim controlled region
after the fall of the Crusader states, relations with the Muslim leadership worsened.
For Jews in Europe, the Crusades were a time of increased persecution.
The Crusades grew out of religious fervor, feudalism, and chivalry, which came
together with explosive energy. This same energy led to the growth of trade, towns,
and universities in medieval Europe.
a This scene
reveals torture
used in the
Inquisition.
| SECTION
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• simony • Gothic • Urban II • Crusade • Saladin • Richard the Lion-Hearted • Reconquista • Inquisition
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which of the events of the
3. What were three main causes
6. FORMING AND SUPPORTING OPINIONS Which of the
Age of Faith do you think
of the need to reform the
following do you think best represents the spirit of the
was most important to the
Church?
Age of Faith— Church reform, the Crusades, or the Gothic
Church? Explain.
4. Which Crusade was the only
cathedrals? Explain.
successful one?
7. MAKING INFERENCES What evidence supports the idea
900
1 1 ! 1 1
5. How did the goals of the
that the Church functioned like a kingdom?
Crusades change over the
years?
8. RECOGNIZING EFFECTS How did the Crusades change the
history of Europe? Give reasons for your answer.
1 1 ' 1 1
1500
9. WRITING ACTIVITY I CULTURAL INTERACTION! Write a script
about an encounter between a Crusader and a Muslim
defender of Jerusalem.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY
Review the information on page 381. Use the Internet to research the
Washington National Cathedral. Prepare a multimedia presentation
showing the Gothic characteristics of the Washington National Cathedral.
INTERNET KEYWORD
Washington National Cathedral
The Formation of Western Europe 385
Different Perspectives: Using Primary and Secondary Sources
■ INTERACTIVE
The Crusades
In the Crusades, both Christians and Muslims believed that God was on their side. They
both felt justified in using violence to win or to keep the Holy Land. The following
excerpts show their belief in the rightness of their deeds.
PRIMARY SOURCE
B> PRIMARY SOURCE
^PRIMARY SOURCE
Pope Urban II
In 1095, Pope Urban II issued a plea
that resulted in the First Crusade. The
pope assured his listeners that God
was on their side.
Let the holy sepulcher of our Lord and
Saviour, which is possessed by
the unclean nations, especially arouse
you. . . . This royal city [Jerusalem],
situated at the center of the earth, is
now held captive by the enemies of
Christ and is subjected, by those who
do not know God, to the worship of
the heathen. Accordingly, undertake
this journey eagerly for the remission
of your sins, with the assurance of the
reward of imperishable glory in the
kingdom of heaven.
Dj PRIMARY SOURCE
Luttrell Psalter
The illustration below from a Latin
text shows Richard the Lion-Hearted
(left) unhorsing Saladin during the
Third Crusade. However, the two men
never actually met in personal combat.
William of Tyre
A Christian bishop, William of Tyre,
drew upon eyewitness accounts of the
capture of Jerusalem by Crusaders.
It was impossible to look upon the vast
numbers of the slain without horror;
everywhere lay fragments of human
bodies, and the very ground was
covered with the blood of the slain. It
was not alone the spectacle of
headless bodies and mutilated limbs
strewn in all directions that roused
horror in all who looked upon them.
Still more dreadful was it to gaze upon
the victors themselves, dripping with
blood from head to foot, an ominous
sight which brought terror to all who
met them. It is reported that within the
Temple enclosure alone about ten
thousand infidels perished, in addition
to those who lay slain everywhere
throughout the city in the streets and
squares, the number of whom was
estimated as no less.
Saladin
This is an excerpt of Saladin ’s reply to
a letter from Frederick I (Barbarossa)
threatening Saladin. Saladin wrote the
letter after he recaptured Jerusalem.
Whenever your armies are assembled
... we will meet you in the power of
God. We will not be satisfied with the
land on the seacoast, but we will cross
over with God's good pleasure and
take from you all your lands in the
strength of the Lord. . . . And when the
Lord, by His power, shall have given us
victory over you, nothing will remain
for us to do but freely to take your
lands by His power and with His good
pleasure. ... By the virtue and power
of God we have taken possession of
Jerusalem and its territories; and of
the three cities that still remain in the
hands of the Christians ... we shall
occupy them also.
Document-Based
QUESTIONS
1. Using specific phrases or
passages from Source A and
Source C, demonstrate how their
attitudes were similar.
2. What directive in Source A might
have been at the root of the
action described in Source B?
3. What evidence in Source D
reveals the artist's bias about the
confrontation between Islam and
Christianity?
Changes in Medieval Society
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
ECONOMICS The feudal system
declined as agriculture, trade,
finance, towns, and universities
developed.
The changes in the Middle Ages
laid the foundations for modern
Europe.
• three-field
system
• guild
• Commercial
Revolution
• burgher
• vernacular
• Thomas
Aquinas
• scholastics
SETTING THE STAGE While Church reform, cathedral building, and the
Crusades were taking place, other important changes were occurring in medieval
society. Between 1000 and 1300, agriculture, trade, and finance made significant
advances. Towns and cities grew. This was in part due to the growing population
and to territorial expansion of western Europe. Cultural interaction with the
Muslim and Byzantine worlds sparked the growth of learning and the birth of an
institution new to Europe — the university.
A Growing Food Supply
Europe’s great revival would have been impossible without better ways of
farming. Expanding civilization required an increased food supply. A warmer
climate, which lasted from about 800 to 1200, brought improved farm produc-
tion. Farmers began to cultivate lands in regions once too cold to grow crops.
They also developed new methods to take advantage of more available land.
Switch to Horsepower For hundreds of years, peasants had depended on oxen
to pull their plows. Oxen lived on the poorest straw and stubble, so they were
easy to keep. Horses needed better food, but a team of horses could plow three
times as much land in a day as a team of oxen.
Before farmers could use horses, however, a better harness was needed.
Sometime before 900, farmers in Europe began using a harness that fitted across
the horse’s chest, enabling it to pull a plow. As a result, horses gradually replaced
oxen for plowing and for pulling wagons. All over Europe, axes rang as the great
forests were cleared for new fields.
TAKING NOTES
Determining Main Ideas
Use a diagram to identify
changes in medieval
society.
The Three-Field System Around a.d. 800, some villages began to organize
their lands into three fields instead of two. Two of the fields were planted and the
other lay fallow (resting) for a year. Under this new three-field system , farm-
ers could grow crops on two-thirds of their land each year, not just on half of it.
As a result, food production increased. Villagers had more to eat. Well-fed peo-
ple, especially children, could better resist disease and live longer, and as a result
the European population grew dramatically.
The Formation of Western Europe 387
Surnames
Many people can trace their last
names, or surnames, back to a
medieval occupation in Europe.
The name Smith, for example, refers
to someone who "smites," or works,
metal. The surname Silversmith
would belong to a person who works
silver. In German-speaking areas, a
smith was named Schmidt.
Someone who made goods out of
wood was often surnamed Carpenter.
In French-speaking areas, a carpenter
was called Charpentier, while in
German areas, the same person
would be called Zimmerman.
The last name of Boulanger
indicated a baker in France. A baker
in Germany often had the surname
Becker.
The Guilds
A second change in the European economy was the devel-
opment of the guild. A guild was an organization of indi-
viduals in the same business or occupation working to
improve the economic and social conditions of its members.
The first guilds were merchant guilds. Merchants banded
together to control the number of goods being traded and to
keep prices up. They also provided security in trading and
reduced losses.
About the same time, skilled artisans, such as wheel-
wrights, glassmakers, winemakers, tailors, and druggists,
began craft guilds. In most crafts, both husband and wife
worked at the family trade. In a few crafts, especially for
cloth making, women formed the majority. The guilds set
standards for quality of work, wages, and working condi-
tions. For example, bakers were required to sell loaves of
bread of a standard size and weight. The guilds also created
plans for supervised training of new workers.
By the 1000s, artisans and craftspeople were manufactur-
ing goods by hand for local and long-distance trade. More
and better products were now available to buyers in small
towns, in bigger cities, and at trade fairs. Guilds became
powerful forces in the medieval economy. The wealth they
accumulated helped them establish influence over the gov-
ernment and the economy of towns and cities. 4 ,
MAIN IDEA
Summarizing
& How did guilds
change the way
business was
conducted and
products made?
History 7/ Depth
Craft Guilds
Craft guilds formed an important part of
town life during the medieval period. They
trained young people in a skilled job,
regulated the quality of goods sold, and were
major forces in community life.
Apprentice
• Parents paid for training
• Lived with a master and
his family
• Required to obey the
master
• Trained 2-7 years
• Was not allowed to marry
during training
• When trained progressed
to journeyman
Journeyman
(Day Worker)
• Worked for a master
to earn a salary
• Worked 6 days a week
• Needed to produce a
masterpiece (his finest
work) to become a
master
Had to be accepted
by the guild to
become a master
Master
• Owned his own
shop
• Worked with other
masters to protect
their trade
• Sometimes served in
civic government
Guild Services
To members:
• Set working conditions
• Covered members with a type of
health insurance
• Provided funeral expenses
• Provided dowries for poor girls
To the community:
• Built almshouses for victims of
misfortune
• Guaranteed quality work
• Took turns policing the streets
• Donated windows to the Church
388 Chapter 14
Commercial Revolution
Just as agriculture was expanding and craftsmanship changing, so were trade and
finance. Increased availability of trade goods and new ways of doing business
changed life in Europe. Taken together, this expansion of trade and business is
called the Commercial Revolution.
Vocabulary
Letters of credit: A
letter issued by a
bank allowing the
bearer to withdraw
a specific amount of
money from the
bank or its
branches.
Fairs and Trade Most trade took place in towns. Peasants from nearby manors
traveled to town on fair days, hauling items to trade. Great fairs were held several
times a year, usually during religious festivals, when many people would be in
town. People visited the stalls set up by merchants from all parts of Europe.
Cloth was the most common trade item. Other items included bacon, salt, honey,
cheese, wine, leather, dyes, knives, and ropes. Such local markets met all the needs
of daily life for a small community. No longer was everything produced on a
self-sufficient manor.
More goods from foreign lands became available. Trade routes spread across
Europe from Flanders to Italy. Italian merchant ships traveled the Mediterranean
to ports in Byzantium such as Constantinople. They also traveled to Muslim
ports along the North African coast. Trade routes were opened to Asia, in part by
the Crusades.
Increased business at markets and fairs made merchants willing to take chances
on buying merchandise that they could sell at a profit. Merchants then reinvested
the profits in more goods.
Business and Banking As traders moved from fair to fair, they needed large
amounts of cash or credit and ways to exchange many types of currencies.
Enterprising merchants found ways to solve these problems. For example, bills of
exchange established exchange rates between different coinage systems. Letters of
credit between merchants eliminated the need to carry large amounts of cash and T phis fish market
made trading easier. Trading firms and associations formed to offer these services expanded the
to their groups. variety of food
available in a
medieval town.
389
The Commercial Revolution
Serfs move to town;
workers paid for labor
More money available
for building businesses
Merchants' taxes
increase the king's
power and wealth
SKILLBUILDER: Interpreting Graphics
1 . Drawing Conclusions How did increased trade increase the power of the king?
2. Making Inferences Why would workers now have to be paid?
Merchants looked for new markets and opportunities to make a profit. Merchants
first had to purchase goods from distant places. To do so they had to borrow money,
but the Church forbade Christians from lending money at interest, a sin called
usury. Over time, the Church relaxed its rule on usury and Christians entered the
banking business. Banking became an important business, especially in Italy. 5/
Society Changes The changes brought about by the Commercial Revolution were
slow, yet they had a major effect on the lives of Europeans. As you can see in the
diagram shown above, increased trade brought many changes to aspects of society.
Two of the most important changes involved what people did to earn a living and
where they lived. As towns attracted workers, the towns grew into cities. Life in the
cities was different from life in the sleepy villages or on manors.
MAIN IDEA
Drawing
Conclusions
By Why were
changes in financial
services necessary
to expand trade?
Urban Life Flourishes
Scholars estimate that between 1000 and 1150, the population of western Europe
rose from around 30 million to about 42 million. Towns grew and flourished.
Compared to great cities like Constantinople, European towns were unsophisti-
cated and tiny. Europe’s largest city, Paris, probably had no more than 60,000 peo-
ple by the year 1200. A typical town in medieval Europe had only about 1,500 to
2,500 people. Even so, these small communities became a powerful force for
change in Europe.
Trade and Towns Grow Together By the later Middle Ages, trade was the very
lifeblood of the new towns, which sprung up at ports and crossroads, on hilltops,
and along rivers. As trade grew, towns all over Europe swelled with people. The
excitement and bustle of towns drew many people. But there were some drawbacks
to living in a medieval town. Streets were narrow, filled with animals and their
waste. With no sewers, most people dumped household and human waste into the
390 Chapter 14
street in front of the house. Most people never bathed, and their houses lacked fresh
air, light, and clean water. Because houses were built of wood with thatched roofs,
they were a constant fire hazard. Nonetheless, many people chose to move to towns
to pursue the economic and social opportunities they offered.
People were no longer content with their old feudal existence on manors or in tiny
villages. Even though legally bound to their lord’s manor, many serfs ran away.
According to custom, a serf could now become free by living within a town for a year
and a day. A saying of the time went, “Town air makes you free.” Many of these run-
away serfs, now free people, made better lives for themselves in towns.
Merchant Class Shifts the Social Order The merchants and craftspeople of
medieval towns did not fit into the traditional medieval social order of noble,
clergy, and peasant. At first, towns came under the authority of feudal lords, who
used their authority to levy fees, taxes, and rents. As trade expanded, the burghers ,
or merchant-class town dwellers, resented this interference in their trade and com-
merce. They organized themselves and demanded privileges. These included free-
dom from certain kinds of tolls and the right to govern the town. At times they
fought against their landlords and won these rights by force.
MAIN IDEA
■ ■ — "-T- » —
Recognizing
Effects
Cs How did the
Crusades contribute
to the expansion
of trade and
learning?
The Revival of Learning
During the Crusades, European contact with Muslims and Byzantines greatly
expanded. This contact brought a new interest in learning, especially in the works of
Greek philosophers. The Muslim and Byzantine libraries housed copies of these writ-
ings. Most had disappeared during the centuries following the fall of Rome and the
invasions of western Europe. £>
The Muslim Connection In the 1100s, Christian scholars
from Europe began visiting Muslim libraries in Spain. Few
Western scholars knew Greek but most did know Latin. So
Jewish scholars living in Spain translated the Arabic ver-
sions of works by Aristotle and other Greek writers into
Latin. All at once, Europeans acquired a huge new body of
knowledge. This included science, philosophy, law, mathe-
matics, and other fields. In addition, the Crusaders brought
back to Europe superior Muslim technology in ships, navi-
gation, and weapons.
Scholars and the University At the center of the growth
of learning stood a new European institution — the univer-
sity. The word university originally referred to a group of
scholars meeting wherever they could. People, not build-
ings, made up the medieval university. Universities arose at
Paris and at Bologna, Italy, by the end of the 1100s. Others
followed at the English town of Oxford and at Salerno, Italy.
Most students were the sons of burghers or well-to-do arti-
sans. For most students, the goal was a job in government or
the Church. Earning a bachelor’s degree in theology might
take five to seven years in school; becoming a master of the-
ology took at least 12 years of study.
New ideas and forms of expression began to flow out of
the universities. At a time when serious scholars and writers
were writing in Latin, a few remarkable poets began using a
lively vernacular , or the everyday language of their home-
land. Some of these writers wrote masterpieces that are still
History //Depth
Muslim Scholars
A number of Islamic scholars had
a great influence on European
thought. The image above shows
Ibn Sina, known in the West as
Avicenna. He was a Persian
philosopher, astronomer, poet,
and physician. His book, The Cure ,
an interpretation of Aristotle's
philosophy, greatly affected Western
thought. This work, translated into
Latin, influenced the scholastics.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY Create a
documentary film script on Muslim
scholars. Go to classzone.com for
your research.
^ „ >
The Formation of Western Europe 391
a Thomas Aquinas's
writings focused on
questions of faith
versus reason and logic.
read today. Dante Alighieri wrote The Divine
Comedy (1308-1314) in Italian. Geoffrey
Chaucer wrote The Canterbury Tales (about
1386-1400) in English. Christine de Pisan
wrote The Book of The City of Ladies (1405) in
French. Since most people couldn’t read or
understand Latin, these works written in the
vernacular brought literature to many people.
Aquinas and Medieval Philosophy Christian
scholars were excited by the ideas of Greek
philosophers. They wondered if a Christian
scholar could use Aristotle’s logical approach to
truth and still keep faith with the Bible.
In the mid- 1200s, the scholar Thomas
Aquinas (uh»KWY*nuhs) argued that the
most basic religious truths could be proved
by logical argument. Between 1267 and 1273,
Aquinas wrote the Summa Theologicae.
Aquinas’s great work, influenced by Aristotle,
combined ancient Greek thought with the
Christian thought of his time. Aquinas and his
fellow scholars who met at the great universi-
ties were known as schoolmen, or scholastics .
The scholastics used their knowledge of
Aristotle to debate many issues of their time.
Their teachings on law and government influ-
enced the thinking of western Europeans, par-
ticularly the English and French. Accordingly,
they began to develop democratic institutions
and traditions.
SECTION
o
ASSESSMENT
TERMS & NAMES
• three-field system
1. For each term or name, write a sentence explaining its significance.
• guild • Commercial Revolution • burgher • vernacular • Thomas Aquinas
• scholastics
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. How did medieval society
3. How did guilds influence
6. RECOGNIZING EFFECTS What was the effect of the
change between 1000 and
business practices in medieval
development of towns on the feudal system?
1500?
towns?
7. ANALYZING MOTIVES Why would writers choose to
4. How were Muslim scholars
produce works in the vernacular instead of in Latin?
CIO CZ3
linked to the revival of learning
8. RECOGNIZING EFFECTS How did the Commercial
in Europe?
Revolution lay the foundation for the economy of
Changes in
5. In what ways did burghers
modern Europe?
tAedieva! Society
expand their freedom from
9. WRITING ACTIVITY ECONOMICS! Write a brief news article
L — < > — ^
landlords?
on the value of letters of credit and how they have
CD CD
changed commercial trade activities.
Kt»KI OB p]»7:vd WRITING AN INVESTIGATIVE REPORT
Contact a local bank and find out what services are available to its commercial clients.
Write a brief report on the banking services. Identify which services seem to have had
their beginnings in the late medieval period and which ones are modern.
392 Chapter 14
England and France Develop
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
POWER AND AUTHORITY As
the kingdoms of England and
France began to develop into
nations, certain democratic
traditions evolved.
Modern concepts of jury trials,
common law, and legal rights
developed during this period.
• William the • parliament
Conqueror • Hugh Capet
• Henry II • Philip II
• common law • Estates-General
• Magna Carta
SETTING THE STAGE By the early 800s, small Anglo-Saxon kingdoms cov-
ered the former Roman province of Britain. In Europe, the decline of the
Carolingian Empire in the 900s left a patchwork of feudal states controlled by
local lords. Gradually, the growth of towns and villages, and the breakup of the
feudal system were leading to more centralized government and the development
of nations. The earliest nations in Europe to develop a strong unified government
were England and France. Both would take similar paths.
England Absorbs Waves of Invaders
For centuries, invaders from various regions in Europe landed on English shores.
The Angles and the Saxons stayed, bringing their own ways and creating an
Anglo-Saxon culture.
Early Invasions In the 800s, Britain was battered by fierce raids of Danish
Vikings. These invaders were so feared that a special prayer was said in churches:
“God, deliver us from the fury of the Northmen.” Only Alfred the Great, Anglo-
Saxon king from 871 to 899, managed to turn back the Viking invaders.
Gradually he and his successors united the kingdom under one rule, calling it
England, “land of the Angles.” The Angles were one of the Germanic tribes that
had invaded the island of Britain.
In 1016, the Danish king Canute (kuh*NOOT) conquered England, molding
Anglo-Saxons and Vikings into one people. In 1042, King Edward the
Confessor, a descendant of Alfred the Great, took the throne. Edward died in
January 1066 without an heir. A great struggle for the throne erupted, leading to
one last invasion.
TAKING NOTES
Clarifying Identify major
steps toward democratic
government.
Step
Step
Description
Description
The Norman Conquest The invader was William, duke of Normandy, who
became known as William the Conqueror . Normandy is a region in the north of
France that had been conquered by the Vikings. Its name comes from the French
term for the Vikings — North men, or Norman. The Normans were descended
from the Vikings, but they were French in language and in culture. As King
Edward’s cousin, William claimed the English crown and invaded England with
a Norman army.
William’s rival was Harold Godwinson, the Anglo-Saxon who claimed the
throne. Harold was equally ambitious. On October 14, 1066, Normans and
The Formation of Western Europe 393
Anglo-Saxons fought the battle that changed the course of
English history — the Battle of Hastings. After Harold was
killed by an arrow that pierced his eye, the Normans won a
decisive victory.
After his victory, William declared all England his per-
sonal property. William kept about one-fifth of England for
himself. The English lords who supported Harold lost their
lands. William then granted their lands to about 200
Norman lords who swore oaths of loyalty to him personally.
By doing this, William unified control of the lands and laid
the foundation for centralized government in England.
England's Evolving Government
Over the next centuries, English kings tried to achieve two
goals. First, they wanted to hold and add to their French
lands. Second, they wanted to strengthen their own power
over the nobles and the Church.
William the Conqueror’s descendants owned land both in
Normandy and in England. The English king Henry II
added to these holdings by marrying Eleanor of Aquitaine
from France.
The marriage brought Henry a large territory in France
called Aquitaine. He added Aquitaine to the lands in
Normandy he had already inherited from William the
Conqueror. Because Henry held lands in France, he was a vas-
sal to the French king. But he was also a king in his own right.
Juries and Common Law Henry ruled England from 1154
to 1189. He strengthened the royal courts of justice by send-
ing royal judges to every part of England at least once a
year. They collected taxes, settled lawsuits, and punished
crimes. Henry also introduced the use of the jury in English courts. A jury in
medieval England was a group of loyal people — usually 12 neighbors of the
accused — who answered a royal judge’s questions about the facts of a case. Jury
trials became a popular means of settling disputes. Only the king’s courts were
allowed to conduct them.
Over the centuries, case by case, the rulings of England’s royal judges formed a
unified body of law that became known as common law . Today the principles of
English common law are the basis for law in many English-speaking countries,
including the United States. A,
The Magna Carta Henry was succeeded first by his son Richard the Lion-
Hearted, hero of the Third Crusade. When Richard died, his younger brother John
took the throne. John ruled from 1 199 to 1216. He failed as a military leader, earn-
ing the nickname John Softsword. John lost Normandy and all his lands in north-
ern France to the French under Philip Augustus. This loss forced a confrontation
with his own nobles.
Some of John’s problems stemmed from his own personality. He was cruel to his
subjects and tried to squeeze money out of them. He alienated the Church and
threatened to take away town charters guaranteeing self-government. John raised
taxes to an all-time high to finance his wars. His nobles revolted. On June 15, 1215,
they forced John to agree to the most celebrated document in English history, the
Magna Carta (Great Charter). This document, drawn up by English nobles and
History Makers
Eleanor of Aquitaine
1122-1204
Eleanor of Aquitaine was one of the
most remarkable women in history.
She was wife to two kings and
mother to two kings. She married
Louis VII of France when the Second
Crusade began. In 1 147, she
accompanied him to the Holy Land.
Shortly afterward their marriage was
annulled. Eleanor then married Henry
Plantagenet, who was to become
Henry II of England. Their marriage
produced eight children. Two became
English kings, Richard the Lion-
Hearted and John.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on Eleanor
of Aquitaine, go to classzone.com
^ j
Recognizing
Effects
A; What impact
did the English
common law
have on the
United States?
394 Chapter 14
MATIN IDEA
Summarizing
B, What is the
significance of the
Magna Carta?
Vocabulary
borough : a self-
governing town
reluctantly approved by King John, guaranteed certain basic political rights. The
nobles wanted to safeguard their own feudal rights and limit the king’s powers. In
later years, however, English people of all classes argued that certain clauses in the
Magna Carta applied to every citizen. Guaranteed rights included no taxation with-
out representation, a jury trial, and the protection of the law. The Magna Carta
guaranteed what are now considered basic legal rights both in England and in the
United States. B
The Model Parliament Another important step toward democratic government
came during the rule of the next English king, Edward I. Edward needed to raise
taxes for a war against the French, the Welsh, and the Scots. In 1295, Edward sum-
moned two burgesses (citizens of wealth and property) from every borough and two
knights from every county to serve as a parliament , or legislative group. In
November 1295, knights, burgesses, bishops, and lords met together at Westminster
in London. This is now called the Model Parliament because its new makeup (com-
moners, or non-nobles, as well as lords) served as a model for later kings.
Over the next century, from 1300 to 1400, the king called the knights and
burgesses whenever a new tax was needed. In Parliament, these two groups grad-
ually formed an assembly of their own called the House of Commons. Nobles and
bishops met separately as the House of Lords. Under Edward I, Parliament was in
part a royal tool that weakened the great lords. As time went by, Parliament became
strong. Like the Magna Carta, it provided a check on royal power.
Analyzing Primary Sources
The Magna Carta
The Magna Carta is considered one of the cornerstones of
democratic government. The underlying principle of the
document is the idea that all must obey the law, even the
king. Its guaranteed rights are an important part of modern
liberties and justice.
PRIMARY SOURCE
38. No bailiff [officer of the court] for the future
shall, upon his own unsupported complaint, put
anyone to his "law," without credible witnesses
brought for this purposes.
39. No freeman shall be taken or imprisoned . . .
or exiled or in any way destroyed, nor will we [the
king] go upon him nor send upon him, except by
the lawful judgement of his peers or by the law
of the land.
40. To no one will we sell, to no one will we
refuse or delay, right or justice.
45. We will appoint as justices, constables,
sheriffs, or bailiffs only such as know the law of
the realm and mean to observe it well.
DOCUMENT-BASED QUESTIONS
1. Analyzing Motives Why might the English nobles have
insisted on the right listed in number 45?
2. Making Inferences Which of the statements is a forerunner
to the right to a speedy public trial guaranteed in the Sixth
Amendment of the U.S. Constitution?
The Formation of Western Europe 395
a The coronation
of Philip II in
Reims Cathedral
Capetian Dynasty Rules France
The kings of France, like those of England, looked
for ways to increase their power. After the breakup of
Charlemagne’s empire, French counts and dukes
ruled their lands independently under the feudal sys-
tem. By the year 1000, France was divided into about
47 feudal territories. In 987, the last member of the
Carolingian family — Louis the Sluggard — died.
Hu gh Capet (kuh*PAY), an undistinguished duke
from the middle of France, succeeded him. The Capet
family ruled only a small territory, but at its heart
stood Paris. Hugh Capet began the Capetian dynasty
of French kings that ruled France from 987 to 1328.
France Becomes a Separate Kingdom Hugh Capet,
his son, and his grandson all were weak rulers, but
time and geography favored the Capetians. Their ter-
ritory, though small, sat astride important trade routes
in northern France. For 300 years, Capetian kings
tightened their grip on this strategic area. The power of the king gradually spread
outward from Paris. Eventually, the growth of royal power would unite France.
Philip II Expands His Power One of the most powerful Capetians was Philip II.
called Philip Augustus, who ruled from 1180 to 1223. As a child, Philip had
watched his father lose land to King Henry II of England. When Philip became
king at the age of 15, he set out to weaken the power of the English kings in France.
Philip was crafty, unprincipled, and willing to do whatever was necessary to
achieve his goals.
Philip had little success against Henry II or Henry’s son, Richard the Lion-
Hearted. However, when King John, Richard’s brother, gained the English throne, it
was another matter. Philip earned the name Augustus (from the Latin word meaning
“majestic”), probably because he greatly increased the territory of France. He seized
Normandy from King John in 1204 and within two years had gained other territory.
By the end of Philip’s reign, he had tripled the lands under his direct control. For the
first time, a French king had become more powerful than any of his vassals.
Philip II not only wanted more land, he also wanted a stronger central govern-
ment. He established royal officials called bailiffs. They were sent from Paris to
every district in the kingdom to preside over the king’s courts and to collect the
king’s taxes.
Philip ll r s Heirs France’s central government became even stronger during the
reign of Philip’s grandson, Louis IX, who ruled from 1226 to 1270. Unlike his
grandfather, Louis was pious and saintly. He was known as the ideal king. After his
death, he was made a saint by the Catholic Church. Louis created a French appeals
court, which could overturn the decisions of local courts. These royal courts of
France strengthened the monarchy while weakening feudal ties.
In 1302, Philip IV, who ruled France from 1285 to 1314, was involved in a quar-
rel with the pope. The pope refused to allow priests to pay taxes to the king. Philip
disputed the right of the pope to control Church affairs in his kingdom. As in
England, the French king usually called a meeting of his lords and bishops when
he needed support for his policies. To win wider support against the pope, Philip
IV decided to include commoners in the meeting.
396 Chapter 14
The Development of England and France
England
William the Conqueror invades England in 1066.
Henry II (1 154-1 189) introduces use of the jury in English courts.
John (1 199-1216) agrees to the Magna Carta in 1215.
Edward I (1272-1307) calls the Model Parliament in 1295.
France
• Hugh Capet increases the territory of France.
• Philip II (1 180-1223) established bailiffs to preside over
courts and collect taxes.
• Louis IX (1226-1270) creates a French appeals court.
• Philip IV (1285-1314) adds Third Estate to the Estates-General.
SKILLBUILDER: Interpreting Charts
1. Clarifying What aspects of courts were developed during the rule of Henry II and Philip II?
2. Developing Historical Perspective Which aspect of centralized government developed about
the same time in both England and France ?
MAIN IDEA
Summarizing
^ What three
estates made up
the Estates-
General?
Estates-General In France, the Church leaders were known as the First Estate, and
the great lords as the Second Estate. The commoners, wealthy landholders or mer-
chants, that Philip invited to participate in the council became known as the Third
Estate. The whole meeting was called the Estates-General .
Like the English Parliament in its early years, the Estates-General helped to
increase royal power against the nobility. Unlike Parliament, however, the Estates-
General never became an independent force that limited the king’s power. However,
centuries later, the Third Estate would play a key role in overthrowing the French
monarchy during the French Revolution.
Beginnings of Democracy England and France were just beginning to establish a
democratic tradition. This tradition rested on setting up a centralized government
that would be able to govern widespread lands. The creation of common law and
court systems was a first step toward increased central government power.
Including commoners in the decision-making process of government was also an
important step in the direction of democratic rule. Before England and France
could move forward in this direction, however, they had to contend with a century
of turmoil that included religious disputes, plague, and war.
SECTION
9
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• William the Conqueror • Henry II • common law • Magna Carta • parliament • Hugh Capet • Philip II
• Estates-General
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which of the steps toward
democratic government are
similar to U.S. practices?
Explain.
3. What two legal practices date
back to Henry II?
4. What are some basic rights
guaranteed by the Magna
Carta?
6 .
7.
Step
Step
Description
Description
5. Why did Philip II call the
Estates-General together?
8 .
9.
COMPARING Compare the way in which England and
France began developing as nations.
RECOGNIZING EFFECTS Which of the changes in English
government is reflected in the government of the United
States today?
EVALUATING COURSES OF ACTION What steps were
necessary to centralize governments in England and France?
WRITING ACTIVITY POWER AND AUTHORITY | Imagine that
you are an adviser to the English or French king. Write
him a letter to argue for or against including commoners
in the Parliament or Estates-General.
CONNECT TO TODAY
COMPARING HISTORICAL DOCUMENTS
Find a copy of the Magna Carta and a copy of the Bill of Rights of the United States Constitution.
Study both documents and create a table showing where the Constitution reflects the ideas of
the Magna Carta.
The Formation of Western Europe 397
The Hundred Years' War
and the Plague
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
RELIGIOUS AND ETHICAL
Events of the 1300s led to a
• Avignon
• bubonic
SYSTEMS In the 1300s, Europe
change in attitudes toward
• Great Schism
plague
was torn apart by religious
religion and the state, a change
• John Wycliffe
• Hundred
strife, the bubonic plague, and
the Hundred Years' War.
reflected in modern attitudes.
• Jan Hus
Years' War
• Joan of Arc
SETTING THE STAGE The 1300s were filled with disasters, both natural and
human-made. The Church seemed to be thriving but soon would face a huge
division. A deadly epidemic claimed millions of lives. So many people died in
the epidemic that the structure of the economy changed. Claims to thrones in
France and England led to wars in those lands. The wars would result in changes
in the governments of both France and England. By the end of the century, the
medieval way of life was beginning to disappear.
TAKING NOTES
Analyzing Causes and
Recognizing Effects Use
the chart to identify
causes and effects of
major events at the end
of the Middle Ages.
Cause 6
Effect
Split in
Church
Plague
loo Years
War
A Church Divided
At the beginning of the 1300s, the Age of Faith still seemed strong. Soon, how-
ever, both the pope and the Church were in desperate trouble.
Pope and King Collide In 1300, Pope Boniface VIII attempted to enforce papal
authority on kings as previous popes had. When King Philip IV of France
asserted his authority over French bishops, Boniface responded with an official
document. It stated that kings must always obey popes.
Philip merely sneered at this statement. In fact, one of Philip’s ministers is
said to have remarked that “my master’s sword is made of steel, the pope’s is
made of [words].” Instead of obeying the pope, Philip had him held prisoner in
September 1303. The king planned to bring him to France for trial. The pope was
rescued, but the elderly Boniface died a month later. Never again would a pope
be able to force monarchs to obey him.
Avignon and the Great Schism In 1305, Philip IV persuaded the College of
Cardinals to choose a French archbishop as the new pope. Clement V, the newly
selected pope, moved from Rome to the city of Avignon (av*vee*NYAWN) in
France. Popes would live there for the next 69 years.
The move to Avignon badly weakened the Church. When reformers finally
tried to move the papacy back to Rome, however, the result was even worse. In
1378, Pope Gregory XI died while visiting Rome. The College of Cardinals then
met in Rome to choose a successor. As they deliberated, they could hear a mob
outside screaming, “A Roman, a Roman, we want a Roman for pope, or at least
an Italian!” Finally, the cardinals announced to the crowd that an Italian had
been chosen: Pope Urban VI. Many cardinals regretted their choice almost
immediately. Urban Vi’s passion for reform and his arrogant personality caused
398 Chapter 14
Contrasting
According
to the different
beliefs of the time,
what was the true
source of religious
authority?
the cardinals to elect a second pope a few months later. They chose Robert of
Geneva, who spoke French. He took the name Clement VII.
Now there were two popes. Each declared the other to be a false pope, excom-
municating his rival. The French pope lived in Avignon, while the Italian pope lived
in Rome. This began the split in the Church known as the Great Schism
(SIHZ*uhm), or division.
In 1414, the Council of Constance attempted to end the Great Schism by choos-
ing a single pope. By now, there were a total of three popes: the Avignon pope, the
Roman pope, and a third pope elected by an earlier council at Pisa. With the help
of the Holy Roman Emperor, the council forced all three popes to resign. In 1417,
the Council chose a new pope, Martin V, ending the Great Schism but leaving the
papacy greatly weakened.
Scholars Challenge Church Authority The papacy was further challenged by an
Englishman named John Wycliffe (WIHKdihf). He preached that Jesus Christ, not
the pope, was the true head of the Church. He was much offended by the worldli-
ness and wealth many clergy displayed. Wycliffe believed that the clergy should
own no land or wealth. Wycliffe also taught that the Bible alone — not the pope —
was the final authority for Christian life. He helped spread this idea by inspiring an
English translation of the New Testament of the Bible.
Influenced by Wycliffe ’s writings, Jan Hus , a professor in Bohemia (now part
of the Czech Republic), taught that the authority of the Bible was higher than that
of the pope. Hus was excommunicated in 1412. In 1414, he was seized by Church
leaders, tried as a heretic, and then burned at the stake in 1415. £>
▼ This painting,
titled The
Triumph of
The Bubonic Plague Strikes Death - de P' cts
During the 1300s an epidemic struck parts of Asia, North Africa, and Europe. the plague.
Approximately one-third of the population of Europe
died of the deadly disease known as the bubonic
plague. Unlike catastrophes that pull communities
together, this epidemic was so terrifying that it ripped
apart the very fabric of society. Giovanni Boccaccio,
an Italian writer of the time, described its effect:
PRIMARY SOURCE
This scourge had implanted so great a terror in the
hearts of men and women that brothers abandoned
brothers, uncles their nephews, sisters their brothers,
and in many cases wives deserted their husbands. But
even worse, . . . fathers and mothers refused to nurse
and assist their own children.
GIOVANNI BOCCACCIO, The Decameron
Origins and Impact of the Plague The plague
began in Asia. Traveling trade routes, it infected
parts of Asia, the Muslim world, and Europe. In
1347, a fleet of Genoese merchant ships arrived in
Sicily carrying bubonic plague, also known as the
Black Death. It got the name because of the purplish
or blackish spots it produced on the skin. The dis-
ease swept through Italy. From there it followed
trade routes to Spain, France, Germany, England,
and other parts of Europe and North Africa.
The Formation of Western Europe 399
Glob a I -Impacts The Spread of Epidemic Disease
■■ INTERACTIVE I
The Bubonic Plague
The bubonic plague, or Black Death, was a killer disease that swept repeatedly
through many areas of the world. It wiped out two-thirds of the population in some
areas of China, destroyed populations of Muslim towns in Southwest Asia, and then
decimated one-third of the European population.
Disease Spreads
Black rats carried fleas that were infested with a bacillus
called Yersinia pestis. Because people did not bathe, almost
all had fleas and lice. In addition, medieval people threw
their garbage and sewage into the streets. These unsanitary
streets became breeding grounds for more rats. The fleas
carried by rats leapt from person to person, thus spreading
the bubonic plague with incredible speed.
Symptoms of the Bubonic Plague
• Painful swellings called buboes (BOObohz) in the lymph nodes,
particularly those in the armpits and groin
• Sometimes purplish or blackish spots on the skin
• Extremely high fever, chills, delirium, and in most cases, death
Patterns of Interaction
video series
The Spread of Epidemic Disease:
Bubonic Plague and Smallpox
The spread of disease has been a very
tragic result of cultures interacting with
one another across place and time. Such
diseases as smallpox and influenza have
killed millions of people, sometimes— as
with the Aztecs— virtually destroying
civilizations.
Connect to Today
1. Hypothesizing Had people known
the cause of the bubonic plague,
what might they have done to slow
its spread?
See Skillbuilder Handbook, page R15.
2. Comparing What diseases of today
might be compared to the bubonic
plague? Why?
400 Chapter 14
M AIN IDEA
Recognizing
Effects
Which of the
effects of the
plague do you think
most changed life
in the medieval
period?
The bubonic plague took about four years
to reach almost every corner of Europe. Some
communities escaped unharmed, but in oth-
ers, approximately two-thirds to three-quar-
ters of those who caught the disease died.
Before the bubonic plague ran its course, it
killed almost 25 million Europeans and many
more millions in Asia and North Africa.
The plague returned every few years,
though it never struck as severely as in the
first outbreak. However, the periodic attacks
further reduced the population.
Effects of the Plague The economic and
social effects of the plague were enormous.
The old manorial system began to crumble.
Some of the changes that occurred included
these:
• Town populations fell.
• Trade declined. Prices rose.
• The serfs left the manor in search of
better wages.
• Nobles fiercely resisted peasant
demands for higher wages, causing
peasant revolts in England, France, Italy,
and Belgium.
• Jews were blamed for bringing on the
plague. All over Europe, Jews were
driven from their homes or, worse,
massacred.
• The Church suffered a loss of prestige when its prayers failed to stop the
onslaught of the bubonic plague and priests abandoned their duties. B,
The bubonic plague and its aftermath disrupted medieval society, hastening
changes that were already in the making. The society of the Middle Ages was col-
lapsing. The century of war between England and France was that society’s final
death struggle.
The Hundred Years' War
Not only did the people in Europe during the 1300s have to deal with epidemic dis-
ease, but they also had to deal with war. England and France battled with each
other on French soil for just over a century. The century of war between England
and France marked the end of medieval Europe’s society.
When the last Capetian king died without a successor, England’s Edward III, as
grandson of Philip IV, claimed the right to the French throne. The war that Edward
III launched for that throne continued on and off from 1337 to 1453. It became
known as the Hundred Years' War . Victory passed back and forth between the two
countries. Finally, between 1421 and 1453, the French rallied and drove the English
out of France entirely, except for the port city of Calais.
The Hundred Years’ War brought a change in the style of warfare in Europe. At
this time some combatants were still operating under medieval ideals of chivalry.
They looked with contempt on the common foot soldiers and archers who fought
alongside them. This contempt would change as the longbow changed warfare.
If the Plague Struck America Today
The bubonic plague reportedly wiped out
about one-third of Europe's population in the
1300s. In the United States today, a one-third
death toll would equal over 96 million people,
or the number living in the states represented
by the color®.
Source: U.S. Bureau of the Census
SKILLBUILDER: Interpreting Charts
1 . Clarifying How many states on the chart would have
lost their entire population to the plague?
2. Drawing Conclusions How might the chart help
explain why many Europeans thought the world was
ending?
The Formation of Western Europe 401
History/;/ Depth
The Longbow
The longbow was cheap, easy to
carry, and deadly. It was powerful
enough to penetrate armor, thus
reducing the impact of mounted
cavalry. Bowmen could fire so fast
that the longbow has been called the
"machine gun of the Middle Ages."
► The longbow was as tall
as a man, or taller. A six-
foot-tall man might have a
bow up to six and a half
feet tall.
► English archers usually
carried a case with extra
bowstrings and a sheaf of
24 arrows. The arrows were
about 27 inches long and
balanced in flight by feathers.
A The arrows were absolutely
fatal when shot within 100 yards.
The average archer could fire 12
to 15 arrows per minute and hit
a man at 200 yards away.
The Longbow Changes Warfare The English introduced the longbow and
demonstrated its power in three significant battles: Crecy, Poitiers, and Agincourt.
The first and most spectacular battle was the Battle of Crecy (KREHS*ee) on
August 26, 1346. The English army, including longbowmen, was outnumbered by
a French army three times its size. The French army included knights and archers
with crossbows. French knights believed themselves invincible and attacked.
English longbowmen let fly thousands of arrows at the oncoming French. The
crossbowmen, peppered with English arrows, retreated in panic. The knights tram-
pled their own archers in an effort to cut a path through them. English longbow-
men sent volley after volley of deadly arrows. They unhorsed knights who then lay
helplessly on the ground in their heavy armor. Then, using long knives, the English
foot soldiers attacked, slaughtering the French. At the end of the day, more than a
third of the French force lay dead. Among them were some of the most honored in
chivalry. The longbow, not chivalry, had won the day. The mounted, heavily
armored medieval knight was soon to become extinct.
The English repeated their victory ten years later at the Battle of Poitiers
(pwah*TYAY). The third English victory, the Battle of Agincourt (AJ*ihn*KAWRT),
took place in 1415. The success of the longbow in these battles spelled doom for
chivalric warfare.
Joan of Arc In 1420, the French and English signed a treaty stating that Henry V
would inherit the French crown upon the death of the French king Charles VI.
Then, in 1429, a teenage French peasant girl named Joan of Arc felt moved by God
to rescue France from its English conquerors. When Joan was just 13 she began to
have visions and hear what she believed were voices of the saints. They urged her
to drive the English from France and give the French crown to France’s true king,
Charles VII, son of Charles VI.
On May 7, 1429, Joan led the French army into battle at a fort city near Orleans.
The fort blocked the road to Orleans. It was a hard-fought battle for both sides. The
French finally retreated in despair. Suddenly, Joan and a few soldiers charged back
toward the fort. The entire French army stormed after her. The siege of Orleans was
402 Chapter 14
MAIN IDEA
Drawing
Conclusions
How did the
Hundred Years'
War change the
perception of
people toward
their king?
broken. Joan of Arc guided the French onto the path
of victory.
After that victory, Joan persuaded Charles to go with her
to Reims. There he was crowned king on July 17, 1429. In
1430, the Burgundians, England’s allies, captured Joan in
battle. They turned her over to the English. The English, in
turn, handed her over to Church authorities to stand trial.
Although the French king Charles VII owed his crown to
Joan, he did nothing to rescue her. Condemned as a witch
and a heretic because of her claim to hear voices, Joan was
burned at the stake on May 30, 1431.
The Impact of the Hundred Years' War The long,
exhausting war finally ended in 1453. Each side experi-
enced major changes.
• A feeling of nationalism emerged in England and
France. Now people thought of the king as a national
leader, fighting for the glory of the country, not
simply a feudal lord.
• The power and prestige of the French monarch increased.
• The English suffered a period of internal turmoil
known as the War of the Roses, in which two noble
houses fought for the throne. C >
Some historians consider the end of the Hundred Years’
War in 1453 as the end of the Middle Ages. The twin pillars
of the medieval world, religious devotion and the code of
chivalry, both crumbled. The Age of Faith died a slow death.
This death was caused by the Great Schism, the scandalous
display of wealth by the Church, and the discrediting of the
Church during the bubonic plague. The Age of Chivalry
died on the battlefields of Crecy, Poitiers, and Agincourt.
History Makers
Joan of Arc
14127-1431
In the 1420s, rumors circulated
among the French that a young
woman would save France from
the English. So when Joan arrived
on the scene she was considered
the fulfillment of that prophecy.
Joan cut her hair short and wore a
suit of armor and carried a sword.
Her unusual appearance and
extraordinary confidence inspired
French troops. Eventually she was
given command of troops that broke
the siege of Orleans. In 1430, she
was turned over to a Church court for
trial. In truth, her trial was more
political than religious. The English
were determined to prove her a fake
and to weaken her image.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on Joan
of Arc, go to classzone.com
^ )
SECTION M P ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Avignon • Great Schism • John Wycliffe • Jan Hus • bubonic plague • Hundred Years' War • Joan of Arc
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which event had some
3. What was the Great Schism?
6. RECOGNIZING EFFECTS Which event do you think
economic effects? Explain.
4. What were three effects of the
bubonic plague?
diminished the power of the Church more— the Great
Schism or the bubonic plague?
eause &
Effect
5. What impact did Joan of Arc
7. IDENTIFYING PROBLEMS What problems did survivors
face after the bubonic plague swept through their town?
Splii in
have on the Hundred Years'
Church
War?
8. RECOGNIZING EFFECTS How did the Hundred Years' War
Plague
encourage a feeling of nationalism in both France and
England?
loo Years
9. WRITING ACTIVITY RELIGIOUS AND ETHICAL SYSTEMS Write a
persuasive essay supporting the right of the pope to
appoint French bishops.
War
CONNECT TO TODAY
MAPPING AN EPIDEMIC
Research the number of AIDS victims in countries throughout the world. Then, create an
annotated world map showing the numbers in each country. Be sure to list your sources.
The Formation of Western Europe 403
Chapter 14 Assessment
TERMS & NAMES
Briefly explain the importance of each of the following to
western Europe during the medieval period.
1. Crusade
2 . Reconquista
3. Commercial
Revolution
4. Magna Carta
5. parliament
6 . Great Schism
7. bubonic plague
8 . Hundred Years' War
MAIN IDEAS
Church Reform and the Crusades Section l
(pages 379-386)
9. Explain the three main abuses that most distressed
Church reformers.
10. What were the effects of the Crusades?
Changes in Medieval Society Section 2 (pages 387-392)
11 . How did trade and finance change in the period from
1000 to 1500?
12. How did the growth of towns hurt the feudal system?
13. What role did Muslims play in Europe's revival of learning?
England and France Develop Section 3 (pages 393-397)
14. How did English kings increase their power and reduce
the power of the nobles?
15. Why was Philip II called Augustus?
The Hundred Years' War and the Plague Section 4
(pages 398-403)
16. Summarize the main ideas of John Wycliffe.
17. Why did the bubonic plague cause people to turn away
from the Church?
18. How did the Hundred Years' War change warfare in
Europe?
CRITICAL THINKING
1. USING YOUR NOTES
In a diagram, show how govern-
ments became more centralized
in France and in England.
2. SUMMARIZING
| CULTURAL INTERACTION | What role did Jews and Muslims play
in Christian Europe's financial revolution?
3. ANALYZING CAUSES
I RELIGIOUS AND ETHICAL SYSTEMS! Identify and discuss the
events that led to the decline of the power of the Church in
the period from 1000 to 1500.
4. CLARIFYING
| ECONOMICS] In what ways did the guilds change business and
employment practices?
5. HYPOTHESIZING
Using the visual summary and your notes, suggest how the
history of Western Europe would have been different if one of
the events shown on the visual summaiy had not occurred.
VISUAL SUMMARY
Europe in the Middle Ages
Politics/Government
• Better farming methods
increased food production.
• Trade expanded.
• Guilds formed for both
merchants and artisans.
England and France
developed strong
central governments.
Parliament and the
Estates-General
bring representation
to commoners.
The Hundred Years'
War further weakened
feudal power.
Kings and popes engaged
in power struggles.
The Great Schism
weakened the Church.
The First Crusade
captured Jerusalem.
Later Crusades
accomplished little.
Society
Population increased
in the Middle Ages.
The bubonic plague killed
millions and weakened
the manorial economy.
Europe's first universities
developed.
404 Chapter 14
> STANDARDS-BASED ASSESSMENT
Use the quotation and your knowledge of world history to
answer questions 1 and 2.
Additional Test Practice, pp. S1-S33
PRIMARY SOURCE
The king to the sheriff of Northampton, greeting. Whereas
we wish to have a conference and discussion with the
earls, barons, and other nobles of our realm concerning
the provision of remedies for the dangers that in these
days threaten the same kingdom ... we command and
firmly enjoin you that without delay you cause two knights,
of the more discreet and more capable of labor, to be
elected from the aforesaid county, and two citizens from
each city of the aforesaid county, and two burgesses from
each borough, and that you have them come to us ... to
do whatever in the aforesaid matters may be ordained by
common counsel.
KING EDWARD I in a letter to sheriffs in England
1. Why is the king calling a meeting of Parliament?
A. He wants to raise taxes.
B. He wants to select new knights.
C. He wants to discuss threats to the kingdom.
D. He wants to give advice to the leaders.
2 . How will the representatives be chosen?
A. They will be selected by the sheriff.
B. They will be elected by the people.
C. They will be selected by the lords.
D. They will be elected by the knights.
Use the chart and your knowledge of world history to
answer question 3.
| Population in Europe, 1
Area
1 Population Estimates
in Millions, 1000
1 Population Estimates
in Millions, 1340
Mediterranean
17
25
Western and
Central Europe
12
35.5
Eastern Europe
9.5
13
Total
38.5
73.5
Source: J.C. Russell, The Control of Late Ancient and Medieval Population |
3. What reason can be suggested for the dramatic increase in
Western and Central Europe's population?
A. Invading peoples settled in the area.
B. Technical developments allowed people to live longer.
C. Agricultural production increased.
D. Trade expanded in Europe.
INTEGRATED TECHNOLOGY
TEST PRACTICE Go to classzone.com
• Diagnostic tests • Strategies
• Tutorials • Additional practice
ALTERNATIVE ASSESSMENT
1. Interact with History
On page 378, you thought about whether or not you would join
a Crusade before completely understanding what the Crusades
were and what sort of rewards and dangers they entailed. Now
that you've read the chapter, reexamine whether or not you
would join a Crusade. What might a Crusader bring home from
his travels? What problems might a Crusader encounter on his
adventures? Discuss your opinions with a small group.
2. WRITING ABOUT HISTORY
Study the information on Joan of Arc in the chapter. Write a
brief biography about her. Be sure to include information on
her influence on Charles and on the nation of France.
Consider the following:
• What are the major events in her life?
• Why did Charles value her advice?
• How is she viewed in France today?
INTEGRATED TECHNOLOGY
Writing an Internet-Based Research Paper
Go to the Web Research Guide at classzone.com to learn
about conducting research on the Internet. Then, working
with a partner, use the Internet to find examples of the
impact of the bubonic plague and the Hundred Years' War on
the economy of medieval Europe. Consider changes in
population, working conditions, and the volume of trade.
Present the results of your research in a well-organized paper.
Be sure to
• apply a search strategy when using directories and search
engines to locate Web resources
• judge the usefulness and reliability of each Web site
• correctly cite your Web sources
• peer-edit for organization and correct use of language
The Formation of Western Europe 405
CHAPTER
15
Societies and Empires
of Africa, 800-1500
Previewing Main Ideas
I RELIGIOUS AND ETHICAL SYSTEMS I Beginning about 640, Islam created
two North African empires. Merchants and traders spread Islam into both
West and East Africa, where it influenced rulers.
Geography What empires developed in West Africa during this period?
| INTERACTION WITH ENVIRONMENT | In parts of Africa, hunter-gatherers
used up an area's food supply and then moved on. In some Saharan villages,
workers built houses of salt. The location of gold determined trade routes.
Geography What factors might have caused three empires to arise in the
same area?
| ECONOMICS Trade networks developed in Africa because different regions
had items that other regions wanted. African city-states and empires that
were able to control and tax such trade became wealthy and powerful.
Geography How were the locations of Timbuktu and Kilwa different and
how might that have influenced trade?
INTEGRATE D TECHNOLOGY
1
©Edition
$ INTERNET RESOURCES
• Interactive Maps
Go to classzone.com for:
• Interactive Visuals
• Research Links
• Maps
• Interactive Primary Sources
• Internet Activities
• Test Practice
• Primary Sources
• Chapter Quiz
• Current Events
fit
AFRICA
1000
1100
800 \
• C ^ Hausa city-states
Yoruba kingdom
Empire of Ghana
begin to emerge.
of Ife is
thrives on trade.
(bronze head)
established.
WORLD
_Q
850s
Byzantine
culture spreads
to Russia.
H9H& 1095
< First Crusade begins,
(battle between Muslims
and Crusaders)
406
1324
1235
◄ Mali king Mansa Musa goes
Sundiata founds
on hajj to Mecca, (mapmaker's
Mali Empire.
depiction of Mansa Musa)
1464
Sunni Ali begins
Songhai Empire.
1279
Kublai Khan
conquers China.
1347
Bubonic plague devastates ►
Europe, (illustration of Death
strangling a victim of the plague)
Interact
with
History
How might trade benefit both sides?
You are crossing the Sahara with goods to trade. Your destination is Timbuktu, the great
trading center of Africa. There you will meet with other traders, especially those from the
gold-mining regions to the south. You hope to make the journey worthwhile by trading salt
and manufactured goods for as much gold as possible. The gold traders will want to receive
as much of your salt and manufactured goods as they can in exchange. Together you must
come to an agreement on what your trade items are worth.
To survive the trip across the Sahara, traders
stopped at oases for water. However, it was
500 miles to Timbuktu from the nearest
oasis! The journey was very hard.
The camel was the
only animal that
could go without
water long enough
to cross the Sahara.
This cloth was shipped
* S across the Mediterranean Sea
to North Africa. Then it began
the long journey to Timbuktu.
The king often
demanded these gold
nuggets as taxes.
Workers in the Sahara
endured hardship to mine
this salt. In a hot climate, salt
helps the human body to
retain water. Salt was scarce
in the gold-mining region.
These beautiful
cowrie shells
came all the way
from East Africa.
They were used
as money.
EXAMINING the ISSUES
• What elements are necessary for a mutually
successful trade?
• How do scarcity and abundance affect trade?
As you discuss these questions in class, think about what you have
learned about other trading peoples, such as the Phoenicians and
the Europeans. As you read about trade in the various regions of
Africa, notice what steps rulers took to control trade moving
through their territory.
North and Central African
Societies
MAIN IDEA 1 WHY IT MATTERS NOW | TERMS & NAMES
RELIGIOUS AND ETHICAL
SYSTEMS North and central
Africa developed hunting-
gathering societies, stateless
societies, and Muslim states.
Modern African nations often
must find ways to include these
various peoples and traditions
in one society.
lineage
stateless
societies
patrilineal
matrilineal
Maghrib
Almoravids
Almohads
SETTING THE STAGE Throughout history, different groups of Africans have
found different ways to organize themselves to meet their political, economic,
and social needs. In the varied regions of Africa, climate and topography, or land-
forms, influenced how each community developed.
Hunting-Gathering Societies
Hunting-gathering societies — the oldest form of social organization in the
world — began in Africa. Hunting-gathering societies still exist in Africa today,
though they form an extremely small percentage of the population. Scattered
throughout Africa, these groups speak their own languages and often use their
own hunting techniques. By studying these groups, scholars learn clues about
how hunter-gatherers may have lived in the past.
Forest Dwellers The Efe (AY*fay) are just one of several hunting-gathering
societies in Africa. They make their home in the Ituri Forest in the Democratic
Republic of Congo (formerly Zaire). Like their ancestors, the modern-day Efe
live in small groups of between 10 and 100 members, all of whom are related.
Each family occupies its own grass-and-brush shelter within a camp, but their
homes are rarely permanent. Their search for food causes them to be somewhat
nomadic. As a result, the Efe collect few possessions and move to new camps as
they use up the resources in the surrounding area.
In the Efe society, women are the gatherers. They walk through the forest
searching for roots, yams, mushrooms, and wild seeds. Efe men and older boys
do all the hunting. Sometimes they gather in groups to hunt small antelope called
duikers. At other times, hunters go solo and use poison-tipped arrows to kill
mammals such as monkeys. The Efe add to their diet by trading honey, wild
game, and other forest products for crops grown by farmers in nearby villages.
Social Structure A respected older male, such as a father, uncle, or father-in-
law, typically serves as group leader. Although members of the group listen
to and value this man’s opinion, he does not give orders or act as chief. Each fam-
ily within the band makes its own decisions and is free to come and go. Group
members settle arguments through long discussions. If conflicts cannot be set-
tled by talking, a group member may decide to move to a different hunting band.
Daily life for the Efe is not governed by formal written laws.
TAKING NOTES
Summarizing Use a
web diagram to list
characteristics of
stateless societies.
9 ? 9
^Stateless Societies^)
cTo
Societies and Empires of Africa 409
Stateless Societies
As in other parts of the world, family organization is central to African society. In
many African societies, families are organized in groups called lineages. The mem-
bers of a lineage (LIHN*ee*ihj) believe they are descendants of a common ances-
tor. Besides its living members, a lineage includes past generations (spirits of
ancestors) and future generations (children not yet born). Within a lineage, mem-
bers feel strong loyalties to one another.
South of the Sahara, many African groups developed systems of governing
based on lineages. In some African societies, lineage groups took the place of
rulers. These societies, known as stateless societies , did not have a centralized
system of power. Instead, authority in a stateless society was balanced among
lineages of equal power so that no one family had too much control. The Igbo
(IHG*boh) people — also called Ibo — of southern Nigeria lived in a stateless soci-
ety as early as the ninth century. (Although the Igbo lived in West Africa, their
political structure was similar to stateless societies found in central Africa.) If a
dispute arose within an Igbo village, respected elders from different lineages set-
tled the problem. Igbos later encountered challenges from 19th-century European
colonizers who expected one single leader to rule over society.
Tracing Family Descent In African societies, the way a
society traces lineage determines how possessions and
property are passed on and what groups individuals belong
to. Members of a patrilineal society trace their ancestors
through their fathers. Inheritance passes from father to son.
When a son marries, he, his wife, and their children remain
part of his father’s extended family.
In a matrilineal society, children trace their ancestors
through their mothers. Young men from a matrilineal culture
inherit land and wealth from their mother’s family.
However, even in a matrilineal society, men usually hold the
positions of authority.
Age-Set System In many African societies, young people
form close ties to individuals outside their lineage through
the age-set system. An age set consists of young people
within a region who are born during a certain time period.
Each age set passes together through clearly identified life
stages, such as warrior or elder. Ceremonies mark the pas-
sage to each new stage.
Men and women have different life stages, and each
stage has its own duties and importance. Societies like the
Igbo use the age-set system to teach discipline, community
service, and leadership skills to their young. A,
Muslim States
While stateless societies developed south of the Sahara,
Islam played a vital role in North Africa. After
Muhammad’s death in 632, Muslims swept across the
northwest part of the continent. They converted many by
the sword of conquest and others peacefully. By 670,
Muslims ruled Egypt and had entered the Maghrib , the
part of North Africa that is today the Mediterranean coast
of Libya, Tunisia, Algeria, and Morocco.
I— 1 —! I 1 I
K t S f
I — I 1 — ' — I I — I i * t
Negotiating Conflict in
Stateless Societies
In a stateless society, the power to
negotiate conflicts shifts from
generation to generation as
circumstances demand.
Look at the diagram of two
lineages above. If d is in conflict with
f, then c will side with his brother d,
and e will side with his brother f.
Therefore, the parents—! and 2— will
meet to negotiate.
If f is in conflict with g, both entire
lineages will take sides in the
dispute. Therefore, the members of
the oldest surviving generation— A
and B— must meet to negotiate.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY Use the Internet to
prepare a poster on methods of conflict
resolution. Go to classzone.com for
your research.
MAIN IDEA
Making
Inferences
4/ What advan-
tages might an age-
set system have for
a society?
410 Chapter 15
r*
Selected African
Societies, 800-1500
TropJ™Lapricorn
1,500 Miles
3,000
— 0 °
INDIAN
OCEAN
Kilometers
ATLANTIC
OCEAN
□ 0-500 meters
ED 500-2,000 meters
■ Over 2,000 meters
■■ Almohad Empire
■ ■ ■ Almoravid Empire
— ■ Hunter-gatherers
— Stateless society
Hunter-Gatherers
The seminomadic hunter-gatherers lived by
gathering wild foods and hunting animals.
• The Efe were hunter-gatherers who traded
with farming villages.
• The San (also called the Bushmen) lived in
southern Africa and part of East Africa.
Stateless Societies
Stateless societies did not have centralized
power. Instead, power was balanced among
lineage groups, usually within villages.
• The Tiv had no formal government.
• The Igbo resolved disputes by having elders
from different lineages meet.
• The Nuer organized over 250,000 people
without an official ruler.
Muslim States
In North Africa, two groups of Muslim
reformers founded empires.
• In the 1 1th century, the Almoravid Empire
controlled Mauritania, Morocco, Algeria, and
part of Spain.
• Beginning in the mid-1 100s, the Almohad
Empire controlled Morocco, much of the
Maghrib, and part of Spain.
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Location Where were the Muslim states located?
2. Region Why would hunter-gatherers be spread across such a large region?
As Islam spread, some African rulers converted to Islam. These African Muslim
rulers then based their government upon Islamic law. Muslims believe that God’s law
is a higher authority than any human law. Therefore, Muslim rulers often relied on
religious scholars as government advisers. (See World Religions, pages 290-291.)
Islamic Law In Islam, following the law is a religious obligation. Muslims do not
separate their personal life from their religious life, and Islamic law regulates
almost all areas of human life. Islamic law helped to bring order to Muslim states.
However, various Muslim states had ethnic and cultural differences. Further,
these states sometimes had differing interpretations, and schools, of Islamic law.
Nonetheless, Islamic law has been such a significant force in history that some
states, especially in North Africa, are still influenced by it today.
Among those who converted to Islam were the Berbers. Fiercely independent
desert and mountain dwellers, the Berbers were the original inhabitants of North
Africa. While they accepted Islam as their faith, many maintained their Berber
identities and loyalties. Two Berber groups, the Almoravids and the Almohads,
founded empires that united the Maghrib under Muslim rule.
Almoravid Reformers In the 11th century, Muslim reformers founded the
Almoravid (al*muh*RAHV*uhd) Empire. Its members came from a Berber group
living in the western Sahara in what is today Mauritania. The movement began after
devout Berber Muslims made a hajj, or pilgrimage, to Mecca. On their journey
Societies and Empires of Africa 411
a Carpets for sale
in Marrakech,
Morocco
home, they convinced a Muslim scholar from Morocco
named Abd Allah Ibn Yasin to return with them to teach their
people about Islam. Ibn Yasin ’s teachings soon attracted fol-
lowers, and he founded a strict religious brotherhood, known
as the Almoravids . According to one theory about the name’s
origin, the group lived in a ribat, or fortified monastery. They
were therefore called the “people of the ribat or al-
Murabitun. This eventually became “Almoravid.”
In the 1050s, Ibn Yasin led the Almoravids in an effort to
spread Islam through conquest. After Ibn Yasin ’s death in
1059, the Almoravids went on to take Morocco and found
Marrakech. It became their capital. They overran the West
African empire of Ghana by 1076. The Almoravids also captured parts of southern
Spain, where they were called Moors.
Almohads Take Over In the mid-1 100s, the Almohads (AL*moh*HADz), another
group of Berber Muslim reformers, seized power from the Almoravids. The
Almohads began as a religious movement in the Atlas Mountains of Morocco.
The Almohads followed the teachings of Ibn Tumart. After a pilgrimage to
Mecca, Ibn Tumart criticized the later Almoravid rulers for moving away from the
traditional practice of Islam. He urged his followers to strictly obey the teachings of
the Qur’an and Islamic law. The Almohads, led by Abd al-Mumin, fought to over-
throw the Almoravids and remain true to their view of traditional Islamic beliefs.
By 1148 the Almohads controlled most of Morocco and ended Almoravid rule.
The new Muslim reformers kept Marrakech as their capital. By the end of the 12th
century, they had conquered much of southern Spain. In Africa, their territory
stretched from Marrakech to Tripoli and Tunis on the Mediterranean. The Almohad
Empire broke up into individual Muslim dynasties. While the Almohad Empire
lasted just over 100 years, it united the Maghrib under one rule for the first time. By
Stronger empires were about to emerge. Societies in West Africa created
empires that boasted economic and political power and strong links to trade routes.
MAIN IDEA
Recognizing
Effects
SJ What was the
main effect of
Almohad rule on
the Maghrib?
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• lineage • stateless societies • patrilineal • matrilineal • Maghrib • Almoravids • Almohads
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. How might these character-
istics have helped stateless
societies to endure for many
centuries? Explain.
cfo
3. What sorts of food do the Efe
hunt and gather in the Ituri
Forest?
4. What different purposes does
the age-set system serve in
African societies?
5. What role did Islam play in the
political history of North Africa?
6. ANALYZING ISSUES What was the main disagreement
that the Almohads had with the Almoravids?
7. DRAWING CONCLUSIONS How did the law help to unify
Muslim society?
8. COMPARING In what ways are hunting-gathering societies
and stateless societies similar?
9. WRITING ACTIVITY I RELIGIOUS AND ETHICAL SYSTEMSl
Working with a partner, prepare a time line showing the
impact of Islam on North Africa. Include significant events
for the period described in this section. Display your time
line in the classroom.
CONNECT TO TODAY
MAKING A CHART
Research hunting-gathering societies in Africa today. Find out their numbers and where they
live and present your findings in a chart.
412 Chapter 15
West African Civilizations
WHY IT MATTERS NOW
MAIN IDEA
ECONOMICS West Africa
contained several rich and
powerful states, including
Ghana, Mali, and Songhai.
These civilizations demonstrate
the richness of African culture
before European colonization.
TERMS & NAMES
• Ghana • Songhai
• Mali • Hausa
• Sundiata • Yoruba
• Mansa Musa • Benin
• Ibn Battuta
SETTING THE STAGE While the Almohads and Almoravids were building
empires in North Africa, three powerful empires flourished in West Africa. These
ancient African empires arose in the Sahel, the savanna region just south of the
Sahara. They grew strong by controlling trade. In this section you will learn
about the West African empires of Ghana, Mali, and Songhai.
Empire of Ghana
By a.d. 200, trade across the Sahara had existed for centuries. However, this
trade remained infrequent and irregular because of the harsh desert conditions.
Most pack animals — oxen, donkeys, and horses — could not travel very far in the
hot, dry Sahara without rest or water. Then, in the third century A.D., Berber
nomads began using camels. The camel could plod steadily over much longer
distances, covering as much as 60 miles in a day. In addition, it could travel more
than ten days without water, twice as long as most pack animals. With the camel,
nomads blazed new routes across the desert and trade increased.
The trade routes crossed the savanna through the region farmed by the
Soninke (soh»NIHN* *keh) people. The Soninke people called their ruler ghana,
or war chief. Muslim traders began to use the word to refer to the Soninke region.
By the 700s, Ghana was a kingdom, and its rulers were growing rich by taxing
the goods that traders carried through their territory.
Gold-Salt Trade The two most important trade items were gold and salt. Gold
came from a forest region south of the savanna between the Niger (NY*juhr) and
Senegal (SEHN*ih*GAWL) rivers. Miners dug gold from shafts as deep as 100
feet or sifted it from fast-moving streams. Some sources estimate that until about
1350, at least two-thirds of the world’s supply of gold came from West Africa.
Although rich in gold, West Africa’s savanna and forests lacked salt, a material
essential to human life. The Sahara contained deposits of salt. In fact, in the
Saharan village of Taghaza, workers built their houses from salt blocks because
it was the only material available.
Arab and Berber traders crossed the desert with camel caravans loaded down
with salt. They also carried cloth, weapons, and manufactured goods from ports
on the Mediterranean. After a long journey, they reached the market towns of the
savanna. Meanwhile, African traders brought gold north from the forest regions.
TAKING NOTES
Comparing and
Contrasting Use a Venn
diagram to compare and
contrast information
about the Mali and
Songhai empires.
Societies and Empires of Africa 413
Mediterranean
Sea
Mediterranean
Sea
Mediterranean
Sea
^Marrakech
'Sijilmasa
Marrakech
‘Sijilmasa
Marrakech
Sijilmasa
Cairo*
EGYPT
Cairo-
EGYPT
Cairo*
EGYPT
Jaghaza
Jaghaza
Walata
Timbuktu
Agades
Agades
)jenne * IXdm
Zaria* B Nok
/* % He.
*_y .
Ghana, 1000
WM Rainforest
Q Savanna
l~l Desert
H Mediterranean
“ Songhai, 1500
■1 Rainforest
0 Savanna
1 I Desert
■ Mediterranean
— Mali, 1400
■I Rainforest
□ Savanna
f~l Desert
■I Mediterranean
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Region Compare the regions occupied by the Ghana, Mali, and Songhai empires in terms
of size and location.
2. Human-Environment Interaction How did the environment both contribute resources to
and cause problems for traders ?
West African Empires,
m INTERACTIVE
Empire of Mali, a.d. 1400
Empire of Songhai, a.d. 1500
Empire of Ghana, a.d. 1000
Merchants met in trading cities, where they exchanged goods under the watch-
ful eye of the king’s tax collector. In addition to taxing trade, royal officials made
sure that all traders weighed goods fairly and did business according to law. Royal
guards also provided protection from bandits.
Land of Gold By the year 800, Ghana had become an empire. Because Ghana’s
king controlled trade and commanded a large army, he could demand taxes and
gifts from the chiefs of surrounding lands. As long as the chiefs made their pay-
ments, the king left them in peace to rule their own people.
In his royal palace, the king stored gold nuggets and slabs of salt (collected as
taxes). Only the king had the right to own gold nuggets, although gold dust freely
circulated in the marketplace. By this means, the king limited the supply of gold
and kept its price from falling. Ghana’s African ruler acted as a religious leader,
chief judge, and military commander. He headed a large bureaucracy and could
call up a huge army. In 1067, a Muslim geographer and scholar named al-Bakri
wrote a description of Ghana’s royal court:
PRIMARY SOURCE
The king adorns himself . . . wearing necklaces and bracelets. . . . The court of appeal is
held in a domed pavilion around which stand ten horses with gold embroidered
trappings. Behind the king stand ten pages holding shields and swords decorated with
gold, and on his right are the sons of the subordinate [lower] kings of his country, all
wearing splendid garments and with their hair mixed with gold.
AL-BAKRI, quoted in Africa in the Days of Exploration
414 Chapter 15
MAIN IDEA
Analyzing Causes
A> Why would the
disruption of trade
destroy Ghana's
power?
Islamic Influences While Islam spread through
North Africa by conquest, south of the Sahara,
Islam spread through trade. Muslim merchants and
teachers settled in the states south of the Sahara and
introduced their faith there.
Eventually, Ghana’s rulers converted to Islam. By
the end of the 11th century, Muslim advisers were
helping the king run his kingdom. While Ghana’s
African rulers accepted Islam, many people in the
empire clung to their animistic beliefs and practices.
Animism is the belief that spirits living in animals,
plants, and natural forces play an important role in
daily life. Much of the population never converted.
Those who did kept many of their former beliefs,
which they observed along with Islam. Among the
upper class, Islam’s growth encouraged the spread
of literacy. To study the Qur’an, converts to Islam
had to learn Arabic.
In 1076 the Muslim Almoravids of North Africa
completed their conquest of Ghana. Although the
Almoravids eventually withdrew from Ghana, the
war had badly disrupted the gold-salt trade. As a
result, Ghana never regained its power, kj
Empire of Mali
By 1235 the kingdom of Mali had emerged. Its
founders were Mande-speaking people, who lived
south of Ghana. Mali’s wealth, like Ghana’s, was
built on gold. As Ghana remained weak, people
who had been under its control began to act inde-
pendently. In addition, miners found new gold
deposits farther east. This caused the most impor-
tant trade routes to shift eastward, which made a
new group of people — the people of Mali —
wealthy. It also enabled them to seize power.
Sundiata Conquers an Empire Mali’s first great leader, Sundiata
(sun*JAHT*ah), came to power by crushing a cruel, unpopular leader. Then, in the
words of a Mande oral tradition, “the world knew no other master but Sundiata.”
Sundiata became Mali’s mans a, or emperor. Through a series of military victories,
he took over the kingdom of Ghana and the trading cities of Kumbi and Walata. A
period of peace and prosperity followed.
Sundiata proved to be as great a leader in peace as he had been in war. He put
able administrators in charge of Mali’s finances, defense, and foreign affairs. From
his new capital at Niani, he promoted agriculture and reestablished the gold-salt
trade. Niani became an important center of commerce and trade. People began to
call Sundiata ’s empire Mali, meaning “where the king lives.”
Mansa Musa Expands Mali Sundiata died in 1255. Some of Mali’s next rulers
became Muslims. These African Muslim rulers built mosques, attended public
prayers, and supported the preaching of Muslim holy men. The most famous of
them was Mansa Musa (MAHN*sah moo*SAH), who may have been Sundiata ’s
grandnephew. Mansa Musa ruled from about 1312 to 1332.
History Makers
Sundiata
7-1255
Sundiata came from the kingdom of Kangaba
near the present-day Mali-Guinea border.
According to tradition, he was one of 12 brothers
who were heirs to the throne of Kangaba.
When Sumanguru, ruler of a neighboring
state, overran Kangaba in the early 1200s, he
wanted to eliminate rivals, so he murdered all
of Sundiata's brothers. He spared Sundiata,
who was sickly and seemed unlikely to survive.
However, as Sundiata grew up, he gained
strength and became a popular leader of
many warriors. In 1235, Sundiata's army
defeated Sumanguru and his troops.
Mansa Musa
7 - 1332 ?
Mansa Musa, the strongest of Sundiata's
successors, was a devout Muslim. On his hajj,
Mansa Musa stopped in Cairo, Egypt. Five
hundred slaves, each carrying a staff of gold,
arrived first. They were followed by 80 camels,
each carrying 300 pounds of gold dust.
Hundreds of other camels brought supplies.
Thousands of servants and officials completed
the procession.
Mansa Musa gave away so much gold in
Cairo that the value of this precious metal
declined in Egypt for 12 years.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on Sundiata and
Mansa Musa, go to classzone.com
Societies and Empires of Africa 415
Analyzing Primary Sources
Mansa Musa's Kingdom
In 1324, Mansa Musa left Mali for the hajj to
Mecca. On the trip, he gave away enormous
amounts of gold. Because of this, Europeans
learned of Mali's wealth. In 1375, a Spanish
mapmaker created an illustrated map showing
Mansa Musa's kingdom in western Africa.
Drawn on the map is Mansa Musa holding a
gold nugget.
At the top of the map is Spain. At the bottom
of Spain, the Mediterranean meets the Atlantic
Ocean at the Strait of Gibraltar. South of
Gibraltar is Africa. Filling most of the map is
North Africa, with the Mediterranean extending
east and the Atlantic west of Gibraltar.
DOCUMENT-BASED QUESTIONS
1. Determining Main Ideas What was a major
source of wealth for the Empire of Mali?
2. Making Inferences How might Mali's (and
Africa's) wealth have influenced interactions
between Africans and Europeans?
Between the reigns of Sundiata and Mansa Musa, Mali experienced turmoil.
There had been seven different rulers in approximately 50 years. Like Sundiata,
Mansa Musa was a skilled military leader who exercised royal control over the gold-
salt trade and put down every rebellion. His 100,000-man army kept order and pro-
tected Mali from attack. Under Mansa Musa, the empire expanded to roughly twice
the size of the empire of Ghana. To govern his far-reaching empire, Mansa Musa
divided it into provinces and appointed governors, who ruled fairly and efficiently.
A devout Muslim, Mansa Musa went on a hajj to Mecca from 1324 to 1325. When
he returned, he ordered the building of new mosques at the trading cities of Timbuktu
(TiHM*buhk*TOO) and Gao. Timbuktu became one of the most important cities of the
empire. It attracted Muslim judges, doctors, religious leaders, and scholars from far
and wide. They attended Timbuktu’s outstanding mosques and universities.
Travels of Ibn Battuta In 1352, one of Mansa Musa’s successors prepared to
receive a traveler and historian named Ibn Battuta (iHB*uhn ba*TOO*tah). A native
of Tangier in North Africa, Ibn Battuta had traveled for 27 years, visiting most of
the countries in the Islamic world.
After leaving the royal palace, Ibn Battuta visited Timbuktu and other cities in
Mali. He found he could travel without fear of crime. As a devout Muslim, he
praised the people for their study of the Qur’an. However, he also criticized them
for not strictly practicing Islam’s moral code. Even so, Mali’s justice system greatly
impressed him:
PRIMARY SOURCE
They are seldom unjust, and have a greater abhorrence of injustice than any other
people. Their sultan shows no mercy to anyone who is guilty of the least act of it. There
is complete security in their country. Neither traveler nor inhabitant in it has anything to
fear from robbers.
IBN BATTUTA, quoted in Africa in the Days of Exploration
416 Chapter 15
Ibn Battuta left Mali in 1353. Within 50 years, the once-powerful empire began
to weaken. Most of Mansa Musa’s successors lacked his ability to govern well. In
addition, the gold trade that had been the basis of Mali’s wealth shifted eastward as
new goldfields were developed elsewhere.
MAIN IDEA
Making Inferences
§/ Why might the
people who had
been conquered by
Mali want to break
away?
Empire of Songhai
As Mali declined in the 1400s, people who had been under its control began to
break away. Among them were the Songhai (SAWNG*HY) people to the east.
They built up an army and extended their territory to the large bend in the Niger
River near Gao. They gained control of the all-important trade routes. Gao was the
capital of their empire. B,
Sunni Ali, a Conquering Hero The Songhai had two extraordinary rulers, both of
whom were Muslims. One was Sunni Ali, who built a vast empire by military con-
quest. Sunni Ali’s rule began in 1464 and lasted almost 30 years.
Sunni Ali built a professional army that had a riverboat fleet of war canoes and
a mobile fighting force on horseback. He expanded Songhai into an empire
through his skill as a military commander and his aggressive leadership. In 1468,
Sunni Ali achieved his first major military triumph. He captured the city of
Timbuktu, which had been an important part of Mali’s empire.
Five years later, he took Djenne, also a trade city that had a university. To take
Djenne, Sunni Ali surrounded the city with his army for seven years before it fell
in 1473. Sunni Ali completed the takeover of Djenne by marrying its queen.
Askia Muhammad Governs Well After Sunni Ali’s death in 1492, his son suc-
ceeded him as ruler. Almost at once, the son faced a major revolt by Muslims who
were angry that he did not practice their religion faithfully. The leader of the revolt
was a devout Muslim named Askia Muhammad. He drove Sunni Ali’s son from
power and replaced him.
During his 37-year rule, Askia Muhammad proved to be an excellent adminis-
trator. He set up an efficient tax system and chose able officials. Adding to the cen-
tralized government created by Sunni Ali, he appointed officials to serve as
ministers of the treasury, army, navy, and agriculture. Under
his rule, the well-governed empire thrived.
Despite its wealth and learning, the Songhai Empire lacked
modern weapons. The Chinese had invented gunpowder in the
ninth century. About 1304, Arabs developed the first gun,
which shot arrows. In 1591, a Moroccan fighting force of sev-
eral thousand men equipped with gunpowder and cannons
crossed the Sahara and invaded Songhai. The Moroccan
troops quickly defeated the Songhai warriors, who were
armed only with swords and spears. The collapse of the
Songhai Empire ended a 1,000-year period in which powerful
kingdoms and empires ruled the central region of West Africa.
Other Peoples of West Africa
While empires rose and fell, city-states developed in other
parts of West Africa. As in Ghana, Mali, and Songhai,
Muslim traditions influenced some of these city-states.
Other city-states held to their traditional African beliefs.
Hausa City-States Compete The Hausa (HOW*suh) were
a group of people named after the language they spoke. The
Islam in West Africa
South of the Sahara, many converts
to Islam also kept their African
beliefs. They found ways to include
their traditional rituals and customs
in their new religion.
The status of women in West
African societies demonstrates how
local custom altered Muslim practice.
In many 15th-century Muslim
societies, women seldom left their
homes. When they did, they veiled
their faces. Muslim women in West
Africa, however, did not wear veils.
They also mingled freely with men in
public, which shocked visiting Muslim
religious leaders.
Societies and Empires of Africa 417
History in Depth
Queen Amina's Reign
In the 1500s, the Hausa city-state of
Zazzau (later called Zaria) was
governed by Queen Amina. She was
remembered as the "headdress
among the turbans" Her rule was
distinguished for its military
conquests.
The Kano Chronicle , a history of
the city-state of Kano, records:
At this time Zaria, under Queen
Amina, conquered all the towns
as far as Kawarajara and Nupe.
Every town paid tribute to her. . .
Her conquests extended over 34
years.
Queen Amina's commitment to
her Muslim faith also led her to
encourage Muslim scholars, judges,
and religious leaders from religious
centers at Kano and Timbuktu to
come to Zazzau.
▼ This Yoruba
crown made of
glass beads and
grass cloth
stands about
20 inches
high.
A / V
V ^
Vl vW\W
city-states of the Hausa people first emerged between the
years 1000 and 1200 in the savanna area east of Mali and
Songhai in what is today northern Nigeria. Songhai briefly
ruled the Hausa city-states, but they soon regained their
independence. In such city-states as Kano, Katsina, and
Zazzau (later Zaria), local rulers built walled cities for their
capitals. From their capitals, Hausa rulers governed the
farming villages outside the city walls.
Each ruler depended on the crops of the farmers and on
a thriving trade in salt, grain, and cotton cloth made by
urban weavers. Because they were located on trade routes
that linked other West African states with the
Mediterranean, Kano and Katsina became major trading
states. They profited greatly from supplying the needs of
caravans. Kano was noted for its woven and dyed cloth and
for its leather goods.
Zazzau, the southernmost state, conducted a vigorous
trade in enslaved persons. Zazzau’s traders raided an area
south of the city and sold their captives to traders in other
Hausa states. These traders sold them to other North or West
African societies in exchange for horses, harnesses, and
guns. The Hausa kept some slaves to build and repair city
walls and grow food for the cities.
All the Hausa city-states had similar forms of government.
Rulers held great power over their subjects, but ministers and other officials
acted to check this power. For protection, each city-state raised an army of
mounted horsemen. Although rulers often schemed and fought to gain
control over their neighbors, none succeeded for long. The constant
fighting among city-states prevented any one of them from building a
Hausa empire.
Yoruba Kings and Artists Like the Hausa, the Yoruba (YAWRmh-buh)
people all spoke a common language. Originally the Yoruba- speaking
people belonged to a number of small city-states in the forests on the
southern edge of the savanna in what is today Benin and southwestern
Nigeria. In these communities most people farmed. Over time, some
of these smaller communities joined together under strong leaders.
This led to the formation of several Yoruba kingdoms.
Considered divine, Yoruba kings served as the most important
religious and political leaders in their kingdoms. All Yoruba chiefs
traced their descent from the first ruler of Ife (EE*fay). According
to legend, the creator sent this first ruler down to earth at Ife, where
he founded the first Yoruba state. His many sons became the heads
of other Yoruba kingdoms. All Yoruba chiefs regarded the king of
Ife as their highest spiritual authority. A secret society of religious
and political leaders limited the king’s rule by reviewing the deci-
sions he made.
Ife and Oyo were the two largest Yoruba kingdoms. Ife, devel-
oped by 1100, was the most powerful Yoruba kingdom until the
late 1600s, when Oyo became more prosperous. As large urban
centers, both Ife and Oyo had high walls surrounding them.
Most rural farms in the surrounding areas produced surplus
MAIN IDEA
Analyzing Causes
@ What was the
main reason that
the Hausa did not
develop an empire?
418 Chapter 15
Vocabulary
terra cotta: a
reddish-brown clay,
hard ceramic
food, which was sent to the cities. This enabled city dwellers to become both
traders and craftspeople.
The Ife were gifted artists who carved in wood and ivory. They produced
terra cotta sculptures and cast in metal. Some scholars believe that the rulers
supported artists. Many clay and metal casts portray Ife rulers in an ideal-
istic way.
Kingdom of Benin To the south and west of Ife, near the delta of the
Niger River, lay the kingdom of Benin (bulrNIHN). Like the Yoruba peo-
ple of Ife and Oyo, the people of Benin made their homes in the forest.
The first kings of Benin date from the 1200s. Like the Yoruba kings, the
oba, or ruler, of Benin based his right to rule on claims of descent from
the first king of Ife.
In the 1400s, the oba named Ewuare made Benin into a major West
African state. He did so by building a powerful army. He used it to control
an area that by 1500 stretched from the Niger River delta in the east to what
is today Lagos, Nigeria. Ewuare also strengthened Benin City by building
walls around it. Inside the city, broad streets were lined by neat rows of houses.
The huge palace contained many courtyards and works of art. Artists work-
ing for the oba created magnificent brass heads of the royal family and copper
figurines. Brass plaques on the walls and columns of the royal palace of the oba
showed legends, historical scenes, and the deeds of the oba and his nobles.
According to tradition, Benin artists learned their craft from an Ife artist brought
to Benin by the oba to teach them.
In the 1480s, Portuguese trading ships began to sail into Benin’s port at Gwatto.
The Portuguese traded with Benin merchants for pepper, leopard skins, ivory, and
enslaved persons. This began several centuries of European interference in Africa,
during which they enslaved Africans and seized African territories for colonies.
Meanwhile, East Africans — discussed in Section 3 — prospered from trade and
developed thriving cities and empires.
a This ivory
mask is one of
four taken from
the king of
Benin in 1897.
It was worn on
the belt of a
ceremonial
costume.
j SECTION
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Ghana • Mali • Sundiata • Mansa Musa • Ibn Battuta • Songhai • Hausa • Yoruba • Benin
USING YOUR NOTES
2. What are some similarities
between the two empires?
Explain.
MAIN IDEAS
3. How did Ghana's gold-salt
trade work?
CRITICAL THINKING & WRITING
6. DRAWING CONCLUSIONS Which of the two-the Yoruba or
the people of Benin— had more influence on the other?
4. How did Sunni Ali build an
empire?
5. What form of government was
typical of Hausa city-states?
7. COMPARING What are some of the similarities between
the Hausa city-states and other city-states you have read
about?
8. COMPARING What are some of the similarities between
Sundiata and Mansa Musa?
9. WRITING ACTIVITY ECONOMICS | What do you think was
the most effective method Ghana used to regulate its
economy? Explain your answer in a short paragraph in
which you touch upon trade routes, gold, and taxes.
CONNECT TO TODAY
CREATING A POSTER
Learn more about the mining and production of salt today. Present your findings
in a poster, with illustrations and captions.
Societies and Empires of Africa 419
Benin Bronzes
Benin is famous for its bronze and brass sculptures. Benin sculpture was
made by guilds controlled by the king. One of the main functions of
Benin art was to please the ruler by recording his history or by displaying
his power. For instance, brass plaques commemorating the ruler’s great
achievements adorned the palace walls. Busts of the ruler and his family
showed them as idealized figures.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on Benin art,
go to classzone.com
Queen Mother ►
Perhaps the most widely known type of Benin
sculpture was the royal head, such as this one.
In Benin, the Queen Mother held a lot of
power. To symbolize that power, she wore
a woven crown called a "chicken's beak."
◄ Plaque
Plaques such as this
decorated the palace of
the Oba, or ruler, of Benin
420 Chapter 15
The Lost-Wax Process
Many of the Benin sculptures were made using the lost-wax process.
l.The artist
forms a core
of clay that is
roughly the
shape of the
planned
sculpture.
3. A layer of fine
clay is spread
over the wax
surface. This
creates a
smooth finish
and captures
the small
details.
5. The entire object is
fired in a kiln (oven).
The clay hardens, and
the wax melts away,
leaving a clay mold.
(The melted wax is
the origin of the
name "lost-wax")
6. Melted bronze
is poured into
the mold and
left to harden.
4. Several layers
of coarse clay
are applied to
create the
mold.
7. The clay mold
is broken off,
revealing the
finished
bronze
sculpture.
Leopard ►
Admired for its power, fierceness, and
intelligence, the leopard was depicted
on many royal objects. This snarling
leopard is a symbol of the king's
power. It is also a water vessel that
was used on ceremonial occasions.
◄ Musician
This figure was probably made in the
late 16th or early 17th century. It
shows an attendant of the king
blowing a horn or flute. This type
of figure was often found on altars.
Connect to Today
1. Making Inferences Why do you
think the figure of a servant blowing
a horn was found on an altar?
See Skillbuilder Handbook, Page RIO.
2. Comparing and Contrasting Use
library resources to identify a
sculpture of a U.S. leader. What
quality about that leader does the
sculpture portray? How is it similar
to or different from Benin's royal
sculptures?
421
Eastern City-States
and Southern Empires
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
INTERACTION WITH
The country of Zimbabwe and
• Swahili • Mutapa
ENVIRONMENT African city-
cities such as Mogadishu and
• Great
states and empires gained
Mombasa have their roots in
Zimbabwe
wealth through developing
and trading resources.
this time period.
SETTING THE STAGE As early as the third century A.D., the kingdom of
Aksum had taken part in an extensive trade network. From its Red Sea port,
Aksum traded with Arabia, Persia, India, and Rome. In the 600s, Muslim forces
gained control of Arabia, the Red Sea, and North Africa. The Muslims cut off the
Aksumites from their port. The Aksumites moved their capital south from
Aksum to Roha (later called Lalibela) shortly before 1100. In the meantime,
other cities on the east coast were thriving because of Indian Ocean trade. In this
section, you will learn about East African trade, Islamic influences in East
Africa, and the peoples of southern Africa.
TAKING NOTES
Analyzing Causes Use
a chart to explain one
example of cultural
interaction resulting
from trade.
East Coast Trade Cities
Villages along the east coast began to develop into important trade cities. By
1100, waves of Bantu-speaking people had migrated across central Africa to the
east coast. There they established farming and fishing villages. Slowly, the exist-
ing coastal villages grew into bustling seaports, built on trade between East
African merchants and traders from Arabia, Persia, and India. As trade increased,
many Muslim Arab and Persian traders settled in these port cities. Arabic blended
with the Bantu language to create the Swahili (swah*HEE*lee) language.
Persian traders moved south from the Horn of Africa, a triangular peninsula
near Arabia. They brought Asian manufactured goods to Africa and African raw
materials to Asia. In the coastal markets, Arab traders sold porcelain bowls from
China and jewels and cotton cloth from India. They bought African ivory, gold,
tortoiseshell, ambergris, leopard skins, and rhinoceros horns to carry to Arabia.
By 1300, more than 35 trading cities dotted the coast from Mogadishu in the
north to Kilwa and Sofala in the south. Like the empires of West Africa, these sea-
ports grew wealthy by controlling all incoming and outgoing trade. Some cities
also manufactured trade goods for export. For example, weavers in Mogadishu
and Sofala made cloth. Workers in Mombasa and Malindi made iron tools.
The City-State of Kilwa In 133 1, Ibn Battuta visited Kilwa. He admired the way
that its Muslim rulers and merchants lived. Rich families lived in fine houses of
coral and stone. They slept in beds inlaid with ivory and their meals were served
on porcelain. Wealthy Muslim women wore silk robes and gold and
silver bracelets.
422 Chapter 15
Raw Materials
Products Made
leopard skins
saddles
Savanna region
Coastal region
tortoiseshells
combs
Southern African
gold from mines
coins, jewelry
ivory from elephants
chess pieces, sword hilts
Savanna region
EGYPT ?
Muscat
ARABIA
Arabian
Sea
Calicut
Mogadishu
L. Victoria
Malindi'
Mombasa*
Zimbabwe
East African Trade,
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Movement How far did a trader have to travel to make a round trip
from Calicut in India to Kilwa in Africa and back again?
2. Human-Environment Interaction Which monsoon would a trader
rely on to sail from India to Africa?
3. Region Which raw materials came from the savanna region?
Land route
—
Sea route
m-
Summer monsoon
Winter monsoon
m
Rain forest
□
Savanna
□
Desert
423
Kilwa grew rich because it was as far south on the coast as a ship from India
could sail in one monsoon season. Therefore, trade goods from southerly regions
had to funnel into Kilwa, so Asian merchants could buy them.
In addition, in the late 1200s Kilwa had seized the port of Sofala, which was a
trading center for gold mined inland. By controlling Sofala, Kilwa was able to con-
trol the overseas trade of gold from southern Africa. As a result, Kilwa became the
wealthiest, most powerful coastal city-state.
Portuguese Conquest In 1488, the first Portuguese ships rounded the southern
tip of Africa and sailed north, looking for a sea route to India. They wanted to gain
profits from the Asian trade in spices, perfumes, and silks. When the Portuguese
saw the wealth of the East African city-states, they decided to conquer those cities
and take over the trade themselves.
Using their shipboard cannon, the Portuguese took Sofala, Kilwa, and
Mombasa. They burned parts of Kilwa and built forts on the sites of Kilwa and
Mombasa. The Portuguese kept their ports and cities on the East African coast for
the next two centuries.
MAIN IDEA
Analyzing Causes
A; What were the
two main reasons
Kilwa became so
wealthy?
Islamic Influences
Muslim traders introduced Islam to the East African coast, and the growth of com-
merce caused the religion to spread. Even the smallest towns had a mosque for the
faithful. A Muslim sultan, or ruler, governed most cities. In addition, most govern-
ment officials and wealthy merchants were Muslims. However, the vast majority of
people along the East African coast held on to their traditional religious beliefs.
Analyzing Primary Sources
Islamic Law in Mogadishu
In 1331, Ibn Battuta, traveling by caravan similar to the one at
right, visited the African city of Mogadishu. He described how
Muslim officials decided legal matters.
PRIMARY SOURCE
The Shaikh [sultan] takes his place in his hall of audience
and sends for the Qadi [judge]. He takes his place on the
Shaikh's left and then the lawyers come in and the chief
of them sit in front of the Shaikh Then food is
brought and . . . those who are in the audience chamber
eat in the presence of the Shaikh After this the
Shaikh retires to his private apartments and the Qadi, the
wazirs [government ministers] . . . and . . . chief amirs
[military commanders] sit to hear causes and complaints.
Questions of religious law are decided by the Qadi, other
cases are judged by the . . . wazirs and amirs. If a case
requires the views of the [Shaikh], it is put in writing for
him. He sends back an immediate reply.
IBN BATTUTA, Travels of Ibn Battuta
DOCUMENT-BASED QUESTIONS
1. Summarizing Who were the four types of people who
decided legal matters?
2. Clarifying What types of cases did they judge?
^ -Li-I J 'i LiJVi Vi I J L j> irj/l ^
424 Chapter 15
M AIN IDEA J
Summarizing
Sj How extensive
was the trade in
enslaved persons
from East Africa
before 1700?
This was also true of the people
who lived in inland villages.
Enslavement of Africans Along
with luxury goods, Arab Muslim
traders exported enslaved persons
from the East African coast.
Traders sent Africans acquired
through kidnapping to markets in
Arabia, Persia, and Iraq. Wealthy
people in these countries often
bought slaves to do domestic
tasks. Muslim traders shipped
enslaved Africans across the
Indian Ocean to India, where
Indian rulers employed them as
soldiers. Enslaved Africans also
worked on docks and ships at
Muslim-controlled ports and as
household servants in China.
Although Muslim traders had
been enslaving East Africans and
selling them overseas since about
the ninth century, the numbers
remained small — perhaps about 1,000 a year. The trade in slaves did not increase
dramatically until the 1700s. At that time, Europeans started to buy captured
Africans for their colonial plantations.
a An Arab slave
market in
Yemen, a.d. 1237
Southern Africa and Great Zimbabwe
The gold and ivory that helped the coastal city-states grow rich came from the inte-
rior of southern Africa. In southeastern Africa the Shona people established a city
called Great Zimbabwe (zihm«BAHB*way), which grew into an empire built on
the gold trade.
Great Zimbabwe By 1000, the Shona people had settled the fertile, well-watered
plateau between the Zambezi and Limpopo rivers in modern Zimbabwe. The area
was well suited to farming and cattle raising. Its location also had economic advan-
tages. The city of Great Zimbabwe stood near an important trade route linking the
goldfields with the coastal trading city of Sofala. Sometime after 1000, Great
Zimbabwe gained control of these trade routes. From the 1200s through the 1400s,
it became the capital of a thriving state. Its leaders taxed the traders who traveled
these routes. They also demanded payments from less powerful chiefs. Because of
this growing wealth, Great Zimbabwe became the economic, political, and reli-
gious center of its empire.
But by 1450, Great Zimbabwe was abandoned. No one knows for sure why it
happened. According to one theory, cattle grazing had worn out the grasslands. In
addition, farming had worn out the soil, and people had used up the salt and tim-
ber. The area could no longer support a large population.
Almost everything that is known about Great Zimbabwe comes from its impres-
sive ruins. Portuguese explorers knew about the site in the 1500s. Karl Mauch, a
German explorer, was one of the first Europeans to discover the remains of these
stone dwellings in 1871.
Societies and Empires of Africa 425
Analyzing Architecture
INTERACTIVE
Great Zimbabwe
Great Zimbabwe was an important city in southern Africa. The word
Zimbabwe comes from a Shona phrase meaning "stone houses." The
ruins consist of two complexes of stone buildings that once housed
the royal palace of Great Zimbabwe's rulers. There are great curving
walls around the ruins. Because there was no way for soldiers to climb
to the top of the walls, archaeologists theorize that they were not used
primarily as defenses.
The massive walls were probably built to impress visitors with the
strength of Zimbabwe and its ruler. Inside the walls stands a cone-
shaped tower. Among the ruins were found tall figures of birds, carved
from soapstone. Archaeologists believe the construction of Great
Zimbabwe may have taken about 400 years.
City of Great Zimbabwe
The Shona people built this impressive city
as the center of their empire.
• It covered many acres.
• Its population was more than 10,000.
• The walls contain approximately 900,000
stone blocks. They were so well built that
the blocks hold together without mortar.
• The Great Enclosure is a curving wall up to
36 feet high and 15 feet thick.
This photograph shows part
of the Great Enclosure.
This picture of two girls standing next to a
wall shows how very high the enclosing
walls are.
SKILLBUILDER: Interpreting Visual Sources
1 . Drawing Conclusions If the walls were not built for defense, what does this suggest
about the safety and security of Great Zimbabwe?
2. Making Inferences If military assault did not account for the fall of Zimbabwe, what
other factors might have played a part?
426 Chapter 15
MAIN IDEA
Making Inferences
Cj Why do you
think the
Portuguese wanted
to conquer the
Mutapa Empire?
The Mutapa Empire
According to Shona oral tradition, a man named Mutota left
Great Zimbabwe about 1420 to find a new source of salt.
Traveling north, he settled in a valley with fertile soil, good
rainfall, and ample wood. There he founded a new state to
replace Great Zimbabwe. As the state grew, its leader
Mutota used his army to dominate the northern Shona peo-
ple living in the area. He forced them to make payments to
support him and his army.
Mutapa Rulers These conquered people called Mutota and
his successors mwene mutapa, meaning “conqueror” or
“master pillager.” The Portuguese who arrived on the East
African coast in the early 1500s believed mwene mutapa to
be a title of respect for the ruler. The term is also the origin
of the name of the Mutapa Empire. By the time of Mutota ’s
death, the Mutapa Empire had conquered all of what is now
Zimbabwe except the eastern portion. By 1480 Mutota ’s son
Matope claimed control of the area along the Zambezi River
to the Indian Ocean coast.
The Mutapa Empire was able to mine gold deposited in
nearby rivers and streams. In addition, Mutapa rulers forced
people in conquered areas to mine gold for them. The rulers
sent gold to the coastal city-states in exchange for luxuries. Even before the death
of Matope, the southern part of his empire broke away. However, the Mutapa
Dynasty remained in control of the smaller empire.
In the 1500s, the Portuguese tried to conquer the empire. When they failed to do
so, they resorted to interfering in Mutapa politics. They helped to overthrow one
ruler and replace him with one they could control. This signaled increasing
European interference in Africa in centuries to come.
Global Impact-*
Swahili
Over the centuries, contacts between
two peoples-Bantu speakers and
Arabs— led to the creation of a new
people and a new language. Many
Arab traders married African women.
People of mixed Arab and African
ancestry came to be called Swahili.
The word comes from an Arabic term
meaning "people of the coast" and
refers to the East African coast.
Although Swahili peoples do not
share a single culture, they do speak
a common language. Swahili is a
Bantu language with many words
borrowed from Arabic. The Swahili
peoples traded the gold and ivory of
Africa for goods from India and China.
During the 1500s and 1600s, the
Portuguese looted Swahili cities and
damaged Swahili trade.
SECTION
m
ASSESSMENT
■■■■
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Swahili • Great Zimbabwe • Mutapa
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Do you think this interaction
had a positive or negative
effect? Explain.
cultural
group
cultural
group
I
1
resulting interaction
3. How did the Swahili language
develop?
4. How was Islam introduced to
East Africa?
5. How did the people of Great
Zimbabwe positively interact
with their environment?
6. COMPARING Compare the Portuguese who arrived in
East Africa with the rulers of the Mutapa Empire.
7. SYNTHESIZING What were some of the effects of East
African trade on different cultural groups?
8. DRAWING CONCLUSIONS How is Swahili an example of
cultural interaction?
9. WRITING ACTIVITY | INTERACTION WITH ENVIRONMENT | How
did the people of Great Zimbabwe negatively interact
with their environment? Write a one-paragraph essay
explaining your answer.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY
Use the Internet to research the modern African country of Zimbabwe.
Find out where it is located in Africa, its capital, and other information.
Enter your findings on an outline map of Africa.
INTERNET KEYWORD
Zimbabwe
Societies and Empires of Africa 427
Chapter 15 Assessment
TERMS & NAMES
For each term or name below, briefly explain its connection to
African history from 800 to 1500.
1. lineage 5. Mali
2 . stateless society 6 . Songhai
3. matrilineal 7. Swahili
4. Ghana 8. Great Zimbabwe
MAIN IDEAS
North and Central African Societies
Section 1 (pages 409-412)
9. How is a dispute settled in Efe society?
10. What is an age-set system?
11. How were the beginnings of the Almoravid and Almohad
empires similar?
West African Civilizations
Section 2 (pages 413-421)
12. What accounted for Ghana's financial success?
13. What were two ways that Islam spread through Africa?
14. What was the economy of the Hausa city-states like?
Eastern City-States and Southern Empires
Section 3 (pages 422-427)
15. How did the Swahili language evolve?
16. Why was it important for Kilwa to control Sofala?
17. Who was most affected by the introduction of Islam to
East Africa?
18. What was the relationship of Great Zimbabwe to the
Mutapa Empire?
CRITICAL THINKING
1. USING YOUR NOTES
In a chart like the one
shown, list for each
leader what group of
people he led and one
of his achievements.
2. RECOGNIZING EFFECTS
I RELIGIOUS AND ETHICAL SYSTEMS I In what way did Islam
encourage the spread of literacy?
3. RECOGNIZING EFFECTS
| INTERACTION WITH ENVIRONMENT | How did people adapt to the
harsh conditions of the Sahara? Discuss traders who crossed
the Sahara and people who lived in the Saharan village of
Taghaza.
4. SUMMARIZING
How are group membership, inheritance rights, and positions
of authority usually decided in a matrilineal society?
5. CLARIFYING
Why was the location of Great Zimbabwe advantageous?
L e.a.de.r
Group
Ach/evewert
)bn Yasin
Askia.
tAohCLMMUd
£\A/ua.re,
VISUAL SUMMARY
Societies and Empires of Africa
—
1
] Organization & Time Period f
Important Facts
Igbo People
Existed as a stateless society from 9th to 19th centuries
Elders resolved conflicts
Almoravids
Muslim state from mid-lOOOs to mid-HOOs
Founded city of Marrakech
Almohads
Muslim state from mid-1 100s to mid-1200s
Unified the Maghrib under one authority for first time
in history
Ghana
West African empire from 700s to 1076
Grew wealthy and powerful by controlling gold-salt trade
Mali
West African empire from 1235 to 1400s
Mansa Musa's hajj made Mali's wealth famous
Songhai
West African empire that flourished in the 1400s
and 1500s
Conquered Mali and gained control of trade routes
Benin
West African trading kingdom strong in 1400s and 1500s
Famous for bronze and brass works of art
Kilwa
East African city-state flourished from 1200s to 1400s
Grew wealthy from trade
Great Zimbabwe
Capital of trade-based empire from 1200s until
about 1450
City abandoned, perhaps because natural resources
were used up
Mutapa Empire
Founded about 1420 by man from Great Zimbabwe
Remained independent in spite of Portuguese attempts
428 Chapter 15
> STANDARDS-BASED ASSESSMENT
Use the map and your knowledge of world history to
answer the questions.
Additional Test Practice, pp. S1-S33
1. Which is the most widespread ethnic group?
A. Soninke
B. Berbers
C. Hausa
D. Igbo
2 . In which nation does that group not live?
A. Algeria
B. Mauritania
C. Niger
D. Libya
3. Which group does not live in modern Nigeria?
A. Soninke
B. Hausa
C. Yoruba
D. Igbo
4. What geographical feature might explain why there are no
ethnic groups shown in the center of the map?
A. Atlantic Ocean
B. equator
C. the Sahara
D. Tropic of Cancer
INTEGRATED TECHNOLOGY
TEST PRACTICE Go to classzone.com
• Diagnostic tests • Strategies
• Tutorials • Additional practice
ALTERNATIVE ASSESSMENT
1. Interact with History
Recall your discussion of the question on page 408: How might
trade benefit both sides? Now that you've read the chapter,
reevaluate what makes trade beneficial. How did environmental
conditions affect what items had value in Africa? Did
government policies have any effect on value? Consider what
you learned about trading states in both West and East Africa.
2. |V\ WRITING ABOUT HISTORY
I ECONOMICS! Do you think Africa was connected to most of the
world through trade, or was it relatively isolated from the rest of
the world? Write an essay in which you support your answer
with evidence from the chapter.
Consider the following:
• Muslim states of North Africa
• gold-salt trade
• empires and kingdoms of West Africa
• east coast trade cities
INTEGRATED TECHNOLOGY
Participating in a WebQuest
Introduction Today, much of eastern Africa still relies heavily
on trade. With a group of students, have each member
choose one East African country to research in terms of its
trade and culture. Issues to investigate might include what
goods present-day East African nations trade and who their
trading partners are.
Task Create an electronic presentation of information on
exports and imports, quantities shipped, where the goods are
going, and how they are being transported.
Process and Resources Have each member of the group
bring his or her information on East African trade and culture
to the group to create a presentation. Use this chapter and
the Internet as resources for your research.
Evaluation and Conclusion East African trade has been
important to the economies of the region. How did this
project contribute to your understanding of the interrelation-
ship between prosperity and trade?
Societies and Empires of Africa 429
t Comparing & Contrasting Trade Networks
ASIA
E Bailaf
tta!khti\h
Contra mi nop I (
St*diterrtiit%iiTt Sea
* W
langzhou
East
Chin p
EGYPT
A ta hi tut
Peninsula
PACIFIC
OCEAN
r a bta s
Sea
H Bay vA ) j
BenfltttXZ
Mogadishu
IND IAN
OCEAN
Trade Routes
Indian Ocean
Mediterranean Sea
Silk Roads
Trans- Arabia
Trans- Sahara
Z.OOO Krlomelers
Trade Routes: Africa, Asia, Europe 1500
Trade Creates Links
A trade network exists when a group of people or countries buys from or
sells to each other on a regular basis. Historically, trade networks arose as
merchants traded local products for those from other places — often very
distant places. Trade is a good way to spread products that are in high
demand. Unit 3 discussed trade networks in the Arabian Peninsula, Asia,
the Mediterranean Sea, the Sahara, and the Indian Ocean. In the next six
pages, you will see how these networks worked.
Components of Trade Networks
Trading Partners
Merchants could grow rich selling highly desired goods
that were not produced locally. To obtain such goods,
merchants traded with people in other regions. When two
regions trade regularly, they become trading partners.
Trade Goods
Products become trade goods when one region lacks
them and another has a surplus to sell. Trade goods may
be valuable because they are rare (such as ivory), useful
(such as salt to preserve meat), or beautiful (such as silk).
Modes of Transport
Caravans of camels, mules, or other animals carried trade
goods over land. Vessels that relied on wind power (such
as the dhow) or the strength of human rowers shipped
trade goods across the seas.
Currency
Merchants do not always exchange one product directly for
another. They may buy goods with money. Currency is any
item that is accepted as money in a region. Besides paper
money, cowrie shells, salt, and metals served as currency.
Middlemen
Because some trade goods traveled very long distances,
merchants did not always buy products directly from their
places of origin. Middlemen acted as go-betweens, buying
goods from merchants in one region to sell to merchants
in another.
Types of Trade Networks
Trade networks frequently include more than two partners. Merchants
from one area might sell their goods to several different regions.
Middlemen might also do business with various different partners.
The diagrams below show three basic types of trade networks.
Trading
Partner A
Trading
Partner C
d/S
Comparing &
Contrasting
1. Judging from the map, which region
had the best location for establishing
itself as a middleman between the
others? Explain why.
2 . What are the advantages and
disadvantages of using currency
rather than trading products directly?
4
unit 3 Comparing & Contrasting: Trade Networks
Major Trade Networks
The five major trade networks that you studied in Unit 3 are listed on the chart.
Notice who the different trading partners were in each network and the products that
they sold each other. Consider why the dhow and the camel described on the next
page were particularly useful as modes of transport.
Trading Partners
| Trade Goods |
Modes of Transport
Trans-Arabia
• Sassanid Empire
• Arabia
• Byzantine Empire
• East Asia: silk, gems, dyes,
cotton cloth
• Arabia: incense, spices
• Southwest Asia: wool, gold,
silver
• camel caravans
Silk Roads
• China
• India
• Persia and Central Asia
• Europe
• Asia: silk, porcelain, spices,
precious woods, gems
• Europe: wool cloth, gold, silver
• caravans of camels and other
pack animals
Mediterranean
• Europe
• North Africa
• Southwest Asia
• Europe: wool and linen cloth,
wine, metal
• North Africa: wool
• Asia: spices, fruit, cloth
• by sea, galleys with numerous
rowers
• overland, caravans of pack
animals
Trans-Sahara
• North Africa
• West Africa
• North Africa: cloth, salt, horses,
guns
• West Africa: gold, dyed cloth,
leather goods, slaves
• camel caravans
Indian Ocean
• China
• India
• Arabia
• East Africa
• Asia: porcelain, silk, jewelry,
cotton
• East Africa: ivory, gold,
tortoiseshell, leopard skins,
slaves
• Arab dhows
• Chinese junks
SKILLBUILDER: Interpreting Charts
1 . Making Generalizations How would you characterize most of the products
that came from Asia?
2. Making Inferences What role did Arabian traders probably play in the
Indian Ocean trade network ? Explain.
432 Unit 3 Comparing & Contrasting
Comparing &
Contrasting
By Land or by Sea?
The different modes of transport used
were well suited to their environments.
Advantages of Dhow Ocean Travel
• Stern rudders made dhows (shown in photo-
graph) easy to maneuver.
• Lateen, or triangular, sails enabled sailors to
sail against the wind.
Advantages of Land Travel by Camel
• Camels can carry heavy burdens over long
distances.
• Fat reserves in their humps enable them to
go without food or water for many days.
• Double sets of eyelashes, hairy ears, and
nostrils that close protect camels from sand.
• Soft feet that stretch out make camels sure-
footed on sand or snow.
Astrolabe ►
Sailors used astrolabes
to measure the height
of the sun or a star
above the horizon.
With that infor-
mation, they
could determine
both the time
of day and the
latitude where
they were located.
1. Read the information about the
camel above. Then notice which
trade networks on the chart on page
432 relied on camel caravans. What
geographic information can you infer
about those trade routes?
2 . Which of the two navigation
instruments do you think would be
most useful for land travelers, such
as those who traveled the Silk Roads
or the trans-Saharan routes? Why?
< Chinese Compass
Although the floating
compass needle actually
points to magnetic north,
sailors could calculate
true north and use that
information to navigate.
Knowing which way
was north also enabled
them to figure out in
what direction the wind
was blowing their ship.
433
Trade Goods
As trade networks developed, trading partners began to manufacture
goods specifically for sale in other places. The more they learned about
other cultures, the better they were able to design products that would
suit foreign tastes. Consider how the items below were appropriate for
sale in foreign places.
f~
PRIMARY SOURCE
Moon Flask
This porcelain object is
known as a moon flask for
its round shape. During
the Yuan Dynasty
(1279-1368), China
produced delicate
porcelains with
elaborate painted
decorations such
as this. Like silk,
porcelain originated
in China. It was
several centuries
before Europe learned
how to produce porcelain
of such a high quality.
DOCUMENT-BASED QUESTION
A trade good may be valued for its usefulness ,
rarity or beauty For which of those reasons do you
think people wanted this porcelain flask? Explain.
PRIMARY SOURCE
African Ivory Spoon
Ivory, which usually comes
from elephant tusks, was
one of Africa’s most
common trade goods.
Frequently, it was carved
into utensils or decorative
objects. This carved spoon
came from Benin.
DOCUMENT-BASED
QUESTION
Why would people in
Europe or China need to
trade to obtain ivory?
Silk Cloth
The Chinese began manufacturing silk
by about 2500 b.c. and trading it to
foreign lands by the time of the Han
Dynasty (202 b.c. to a.d. 220). Many
people desired silk because it was shiny and
could be dyed many beautiful colors. It was
also extremely strong yet lightweight.
DOCUMENT-BASED QUESTION
What class of people do you think were
most likely to wear clothes made of silk?
434 Unit 3 Comparing & Contrasting
Trade Narratives
The following excerpts describe life in towns and countries along the
different trade routes that merchants traveled.
PRIMARY SOURCE
INTERACTIVE
Francesco Balducci Pegolotti
An Italian commercial agent, Pegolotti wrote a guidebook around
1340 for European merchants traveling overland to China.
Whatever silver the merchants may carry with them as far as Cathay
[China] the lord of Cathay will take from them and put into his
treasury. And to merchants who thus bring silver they give that paper
money of theirs in exchange . . . With this money you can readily
buy silk and other [merchandise] . . . And all the people of the
country are bound to receive it. And yet you shall not pay a higher
price for your goods because your money is of paper.
DOCUMENT-BASED QUESTION
Judging from this excerpt were Pegolottrs European readers
familiar with paper money? How can you tell?
PRIMARY SOURCE
INTERACTIVE
Ibn Battuta
Text not avai I abl e f or
electronic use. Please
refer to the text i n the
t ext book.
PRIMARY SOURCE
INTERACTIVE
Fernao Lopes de Castanheda
The following description of the goods available in
Calicut is from History of the Discovery and Conquest
of India, published in 1552.
DOCUMENT-BASED QUESTION
Why did the people of Takadda need
to produce copper rods?
[Calicut is] the richest mart [market] of all India; in
which is to be found all the spices, drugs, nutmegs, .
pearls and seed-pearls, musk, sanders [sandalwood],
fine dishes of earthenware, lacquer, gilded
coffers, and all the fine things of China, gold,
amber, wax, ivory, fine and coarse cotton
goods, both white and dyed of many colours,
much raw and twisted silk, . . . cloth of gold,
cloth of tissue, grain, scarlets, silk carpets,
copper, . . . and all kinds of conserves.
DOCUMENT-BASED QUESTION
How does Lopes de Castanheda
support his point that Calicut is the
richest market in India?
Comparing & Contrasting
1. Judging from the information in the sources, why did Takadda
and Cathay use such different types of currency?
2. Which of the trade goods shown on the opposite page are
mentioned in the description of Calicut? What does this tell you
about the reason for Calicufs riches?
EXTENSION ACTIVITY
Go to a supermarket or produce store and write down what
fruits and vegetables are being sold that are out of season or
not native to your area. Then find out where they come from.
Start by looking at signs and boxes where foods are packed.
Interview the produce manager to find out what countries
supplied the produce. Then create a chart or map that conveys
the information you have learned.
435
Connecting
Hemispheres
500-1800
UNIT
Seeking new land and new markets, European
explorers sailed around the world. This painting
by Theodore Gudin depicts French explorer
La Salle's Louisiana expedition of 1684.
Comparing & Contrasting
Methods of Government
In Unit 4, you will learn about different methods of ruling a
nation or empire. At the end of the unit, you will have a chance
to compare and contrast the governments you have studied.
(See pages 578-583.)
CHAPTER
People and Empires
in the Americas, 500-1500
Previewing Main Ideas
I CULTURAL INTERACTION Cultures in the Americas had frequent contact
across distance and time. Both conquest and trade brought different
cultures together.
Geography In which part of the Americas do you think the greatest cultural
interaction occurred ? Why?
1 POWER AND AUTHORITY | Societies in the Americas ranged from small
tribal bands to immense empires. Warrior-kings or priest-kings ruled most of
these empires.
Geography Which empire covered the greatest geographic area?
| RELIGIOUS AND ETHICAL SYSTEMS Religion was a powerful force in the
Americas. Many societies combined religious and state rule. Much of their art
and architecture concerned the gods and the need to please them.
Geography The Aztecs adopted the gods of other Mesoamerican cultures.
Why do you think this happened?
INTEGRATED/ TECHNOLOGfM^
eEdition ^
1 INTERNET RESOURCES
• Interactive Maps
Go to classzone.com for:
• Interactive Visuals
• Research Links
• Maps
• Interactive Primary Sources
• Internet Activities
• Test Practice
• Primary Sources
• Chapter Quiz
• Current Events
WUKLU
500s
Teotihuac^n reaches population f
peak in central Mexico.
(mask from Teotihuac^n) ►
618
Tang Dynasty
begins 289-year
rule in China.
800
900
Anasazi culture
Classic period
develops in the
of Maya
Southwest.
civilization ends.
Charlemagne crowned Holy Roman
Emperor by the pope, (crown
of the Holy Roman Empire) ►
438
NORTH AMERICA
pueblo Bartilo
Chaco Canyon
Gulf of
Mexico
ATLANTIC
OCEAN
1066
Normans
invade
England.
o o o
1300
< Renaissance
begins in Italy.
^ (Michelangelo's David)
1324
Mansa Musa,
king of Mali, goes
on hajj to Mecca.
1492
Columbus makes
first voyage to the
Americas,
PACIFIC
OCEAN
0° Equator —
1000 Miles
0 500 1000 Kilometers
Lambert Azimuthal Projection
1502
Montezuma II
crowned Aztec
emperor.
1100
Mississippian
culture thrives at
Cahokia.
325
build
Aztecs
Tenochtitlan
(figu
goddess)
Aztec
an
1438
Pachacuti
becomes Incan
emperor.
Major Empires and Culture Areas
I I Mound Builder cultures [Aden a r
Hopewell, Mississippian],
B 0 Qbc-ad 1500
□ Maya, 250 b.c -a q 300
EH Southwest cultures {Hohokam,
Anasazi), AD 300-1 400
□ Aztec, ad. 1200-1521
□ Inca, a d 1438-1535
* Archaeological site
The Americas, 800 b.c.-a.d.1535
439
What does this headdress tell you
about the people who made it ?
You are preparing an exhibit for your local history museum on an early Native
American society — one with no written language. In many ways, you must act like
a detective. You sift through the evidence for clues and then draw conclusions based
on your findings. Imagine you want to include this headdress in the exhibit. Study
the headdress carefully to see how much you can learn about the Kwakiutl,
the people who made it.
▲ This headdress was used by the Kwakiutl in religious ceremonies.
Carved of red cedar and painted, it shows a thunderbird, the high-
est of the spirits in the Kwakiutl religion. Like a huge eagle, the
thunderbird flew high in the sky. When it was hungry, it swooped
down to catch and eat killer whales.
EXAMINING the ISSUES
• What does the figure represented by the headdress and the
materials used to make it tell you about Kwakiutl culture?
• How else might you find out information about this culture?
Discuss these questions with your classmates. Think about the
kinds of information you have learned about other cultures that did
not have a written language. As you read this chapter, examine the
symbolic objects made by different peoples of the Americas. Think
about what these objects reveal about the various cultures.
440 Chapter 16
North American Societies
MAIN IDEA
CULTURAL INTERACTION
Complex North American
societies were linked to each
other through culture and
economics.
WHY IT MATTERS NOW
Traditions and ideas from these
cultures became part of the
cultures of North America.
TERMS & NAMES
• potlatch • Mississippian
• Anasazi • Iroquois
• pueblo • totem
SETTING THE STAGE Between 40,000 and 12,000 years ago, hunter-gatherers
migrated across the Bering Strait land bridge from Asia and began to populate the
Americas. Migrating southward, those first Americans reached the southern tip of
South America by somewhere between 12,000 and 7000 b.c. At the same time,
they began to spread out east and west across North America. Over the centuries,
the early North American peoples adapted to their environment, creating a very
diverse set of cultures.
Complex Societies in the West
In some ways, the early North American cultures were less developed than those
of South America and Mesoamerica. The North American groups created no
great empires. They left few ruins as spectacular as those of ancient Mexico or
Peru. Nevertheless, the first peoples of North America did create complex soci-
eties. These societies were able to conduct long-distance trade and construct
magnificent buildings.
Cultures of Abundance The Pacific Northwest — from Oregon to Alaska — was
rich in resources and supported a sizable population. To the Kwakiutl, Nootka,
and Haida peoples, the most important resource was the sea. (See the map on
page 442.) They hunted whales in canoes. Some canoes were large enough to
carry at least 15 people. In addition to the many resources of the sea, the coastal
forest provided plentiful food. In this abundant environment, the Northwest
Coast tribes developed societies in which differences in wealth created social
classes. Families displayed their rank and prosperity in an elaborate ceremony
called the potlatch (PAHT* *lach). In this ceremony, they gave food, drink, and
gifts to the community.
Accomplished Builders The dry, desert lands of the Southwest were a much
harsher environment than the temperate Pacific coastlands. However, as early as
1500 B.c., the peoples of the Southwest were beginning to farm the land.
Among the most successful of these early farmers were the Hohokam
(huh»HOH*kuhm) of central Arizona. (See the map on page 439.) They used
irrigation to produce harvests of corn, beans, and squash. Their use of pottery
rather than baskets, as well as certain religious rituals, showed contact with
Mesoamerican peoples to the south.
TAKING NOTES
Comparing and
Contrasting Use a Venn
diagram to compare and
contrast the Native
Americans of the
Northwest and the
Southwest.
People and Empires in the Americas 441
Mo09L
Kutchin
Hudson
Bay
Montagnais
Kwakii
Blackfeet
Salish
Ojibwa
Algonquin
Lakota
Cheyenne
Shoshone
Cayuga,
Mohawk,
Oneida,
Onondaga,
Seneca
Delaware
Arapaho
Shawnee
Kiowa
Navajo
PACIFIC
OCEAN
Muskogee
Comanche (Creek)
Natchez
f
Gul f °f
1 Mexico
ATLANTIC
OCEAN
Tropic of Cancer
Mixtec
North American Culture Areas, c. 1400 H?
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Region Which Native American culture groups had the
largest number of tribes ?
2. Human-Environment Interaction In which culture areas
would movement of trade goods be made easier by
river and lake connections?
Native American Cultures
□ Arctic
n Subarctic
■ Northwest Coast
O Plateau
Great Basin
■ California
□ Southwest
B) Great Plains
□ Northeast
■I Southeast
■ Mesoamerica
Tribe name
442 Chapter 16
A people to the north — the Anasazi
(AH*nuh*SAH*zee) — also influenced the
Hohokam. They lived in the Four Corners
region, where the present-day states of Utah,
Arizona, Colorado, and New Mexico meet.
The Anasazi built impressive cliff dwellings,
such as the ones at Mesa Verde, Colorado.
These large houses were built on top of
mesas — flat-topped hills — or in shallow
caves in the sheer walls of deep canyons. By
the a.d. 900s, the Anasazi were living in
pueblos (PWEHBdohs), villages of large,
apartment-style compounds made of stone
and adobe, or sun-baked clay.
The largest Anasazi pueblo, begun
around a.d. 900, was Pueblo Bonito, a
Spanish name meaning “beautiful village.”
Its construction required a high degree of
social organization and inventiveness. The
Anasazi relied on human labor to quarry
sandstone from the canyon walls and move
it to the site. Skilled builders then used a
mudlike mortar to construct walls up to five
stories high. Windows were small to keep
out the burning sun. When completed, Pueblo Bonito probably housed about 1,000
people and contained more than 600 rooms. In addition, a number of underground or
partly underground ceremonial chambers called kivas (KEE*vuhs) were used for a
variety of religious practices.
Many Anasazi pueblos were abandoned around 1200, possibly because of a
prolonged drought. The descendants of the Anasazi, the Pueblo peoples, continued
many of their customs. Pueblo groups like the Hopi and Zuni used kivas for reli-
gious ceremonies. They also created beautiful pottery and woven blankets. They
traded these, along with corn and other farm products, with Plains Indians to the
east, who supplied bison meat and hides. These nomadic Plains tribes eventually
became known by such names as the Comanche, Kiowa, and Apache.
a cliff Palace,
Mesa Verde, had
217 rooms and
23 kivas.
Mound Builders and Other Woodland Cultures
Beyond the Great Plains, in the woodlands east of the Mississippi River, other
ancient peoples — the Mound Builders — were creating their own unique traditions.
(See the map on page 439.) Beginning around 700 b.c., a culture known as the Adena
began to build huge earthen mounds in which they buried their dead. Mounds that
held the bodies of tribal leaders often were filled with gifts, such as finely crafted
copper and stone objects.
Some 500 years later, the Hopewell culture also began building burial mounds.
Their mounds were much larger and more plentiful than those of the Adena. Some
of the Hopewell mounds may have been used for purposes other than burials. For
example, the Great Serpent Mound, near Hillsboro, Ohio, may have played a part
in Hopewell religious ceremonies.
The last Mound Builder culture, the Mississippian . lasted from around a.d. 800
until the arrival of Europeans in the 1500s. These people created thriving villages
based on farming and trade. Between 1000 and 1200, perhaps as many as 30,000
People and Empires in the Americas 443
a Great Serpent
Mound runs some
1,300 feet along
its coils and is
between 4 and 5
feet high.
people lived at Cahokia (kuh*HOH # kee*uh), the leading site of Mississippian cul-
ture. Cahokia was led by priest-rulers, who regulated farming activities. The heart
of the community was a 100-foot-high, flat-topped earthen pyramid, which was
crowned by a wooden temple.
These Mississippian lands were located in a crossroads region between east and
west. They enjoyed easy transportation on the Mississippi and Ohio rivers. Items
found in burial mounds show that the Mississippians had traded with peoples in the
West and, possibly, Mesoamerica. Similar evidence shows that they also came into
contact with peoples from the Northeast.
Northeastern Tribes Build Alliances The northeastern woodlands tribes devel-
oped a variety of cultures. The woodlands peoples often clashed with each other
over land. In some areas, tribes formed political alliances to ensure protection of
tribal lands. The best example of a political alliance was the Iroquois
(IHR*uh*KWOY), a group of tribes speaking related languages living in the eastern
Great Lakes region. In the late 1500s, five of these tribes in upper New York — the
Mohawk, Oneida, Onondaga, Cayuga, and Seneca — formed the Iroquois League.
According to legend, Chief Hiawatha helped to create this league. His goal was to
promote joint defense and cooperation among the tribes. &
MAIN IDEA
Drawing
Conclusions
A/ Of what value
would a political
alliance be to an
individual tribe?
Cultural Connections
The Iroquois alliance was a notable example of a political link among early North
American peoples. For the most part, however, the connections between native
North Americans were economic and cultural. They traded, had similar religious
beliefs, and shared social patterns.
Trading Networks Tie Tribes Together Trade was a major factor linking the
peoples of North America. Along the Columbia River in Oregon, the Chinook
people established a lively marketplace that brought together trade goods from all
over the West. And the Mississippian trade network stretched from the Rocky
Mountains to the Atlantic coast and from the Great Lakes to the Gulf of Mexico.
Religion Shapes Views of Life Another feature that linked early Americans was
their religious beliefs. Nearly all native North Americans believed that the world
around them was filled with nature spirits. Most Native Americans recognized a
number of sacred spirits. Some groups held up one supreme being, or Great
Spirit, above all others. North American peoples believed that the spirits gave
them rituals and customs to guide them in their lives and to satisfy their basic
needs. If people practiced these rituals, they would live in peace and harmony.
444 Chapter 16
MAIN IDEA
Making
Inferences
What artificial
symbols are used
by nations or
organizations in a
way similar to
totems?
Native American religious beliefs also included great
respect for the land as the source of life. Native Americans
used the land but tried to alter it as little as possible. The land
was sacred, not something that could be bought and sold.
Later, when Europeans claimed land in North America, the
issue of land ownership created conflict.
Shared Social Patterns The family was the basis for social
organization for Native Americans. Generally, the family unit
was the extended family, including parents, children, grand-
parents, and other close relatives. Some tribes further organ-
ized families into clans, groups of families descended from a
common ancestor. In some tribes, clan members lived together
in large houses or groups of houses.
Common among Native American clans was the use of
totems (TOH*tuhmz). The term refers to a natural object with
which an individual, clan, or group identifies itself. The totem
was used as a symbol of the unity of a group or clan. It also
helped define certain behaviors and the social relationships of
a group. The term comes from an Ojibwa word, but refers to a
cultural practice found throughout the Americas. For example,
Northwestern peoples displayed totem symbols on masks,
boats, and huge poles set in front of their houses. Others used totem symbols in ritu-
als or dances associated with important group events such as marriages, the naming
of children, or the planting or harvesting of crops. B,
There were hundreds of different patterns of Native American life in North
America. Some societies were small and dealt with life in a limited region of the
vast North American continent. Other groups were much larger, and were linked
by trade and culture to other groups in North America and Mesoamerica. As you
will learn in Section 2, peoples in Mesoamerica and South America also lived in
societies that varied from simple to complex. Three of these cultures — the Maya,
the Aztec, and the Incan — would develop very sophisticated ways of life.
Iroquois Women
Iroquois society was matrilineal. This
means that all Iroquois traced their
descent through their female
ancestors. Clans of the mother
controlled property, held ceremonies,
and determined official titles.
The ability to grant titles to men
was handed down from mother to
daughter. The most important title
given to men was that of "sachem,"
the peace, or civil, chief.
A council of sachems met once a
year to decide on war and peace and
other important matters. Since
sachems could not go to war, they
appointed warriors to lead a war
party. Thus, in a way women had a
say in warfare in the Iroquois tribes.
e
SECTION
ASSESSMENT
■/* •
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• potlatch • Anasazi • pueblo • Mississippian • Iroquois • totem
USING YOUR NOTES
2. How did environment affect
the development of the
cultures of the Northwest
Coast and the Southwest?
MAIN IDEAS
3. What was the most important
resource for the peoples of the
Northwest? Why?
4. For what purpose did the
Mound Builder cultures use
earthen mounds?
5. Why did the tribes of upper
New York form a political
alliance?
INTERNET ACTIVITY
INTEGRATED TECHNOLOGY
Use the Internet to research one of the Native American groups
discussed in this section. Use your findings to write an illustrated
report. Focus your report on how the group lives today.
CRITICAL THINKING & WRITING
6. ANALYZING MOTIVES Why might the people of the
Northwest consider the potlatch to be a good way to
signal social standing and wealth?
7. ANALYZING CAUSES Why might location have been
important to the power and wealth of the Mississippian
culture?
8. COMPARING In what ways did the peoples of North
America share similar cultural patterns?
9. WRITING ACTIVITY | CULTURAL INTERACTION | Write a brief
essay detailing the evidence that shows how societies in
North America interacted with each other.
INTERNET KEYWORD
Native American Nations
People and Empires in the Americas 445
Maya Kings and Cities
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
RELIGIOUS AND ETHICAL SYSTEMS
Descendants of the Maya still
• Tikal
• codex
The Maya developed a highly complex
occupy the same territory.
• glyph
• Popol Vuh
civilization based on city-states and
elaborate religious practices.
SETTING THE STAGE In the early centuries a.d., most North American
peoples were beginning to develop complex societies. Further south, the peoples
of Mexico and Central America were entering into the full flower of civiliza-
tion. A prime example of this cultural flowering were the Maya, who built an
extraordinary civilization in the heart of Mesoamerica.
TAKING NOTES
Summarizing Use a
graphic organizer to note
the major features of the
Maya civilization.
Maya Create City-States
The homeland of the Maya stretched from southern Mexico into northern
Central America. This area includes a highland region and a lowland region. The
lowlands lie to the north. They include the dry scrub forest of the Yucatan
(YOO*kuh*TAN) Peninsula and the dense, steamy jungles of southeastern Mexico
and northern Guatemala. The highlands are further south — a range of cool,
cloud-wreathed mountains that stretch from southern Mexico to El Salvador.
While the Olmec were building their civilization along the Gulf Coast in the
period from 1200 b.c. to 400 b.c., the Maya were also evolving. (See Chapter 9.)
They took on Olmec influences, blending these with local customs. By a.d. 250,
Maya culture had burst forth in a flourishing civilization.
Urban Centers The period from a.d. 250 to 900 is known as the Classic Period
of Maya civilization. During this time, the Maya built spectacular
cities such as Tikal (tee*KAHL), a major center in northern
Guatemala. Other important sites included Copan, Palenque,
Uxmal, and Chichen Itza (chee*CHEHN ee*TSAH). (See the
map on page 447.) Each of these was an independent city-
state, ruled by a god-king and serving as a center for reli-
gious ceremonies and trade. Maya cities featured giant
pyramids, temples, palaces, and elaborate stone carvings
dedicated to the gods and to important rulers. Tens of
thousands of people lived in residential areas surround-
ing the city center, which bustled with activity.
Archaeologists have identified at least 50 major Maya
sites, all with monumental architecture. For example,
Temple IV pyramid at Tikal stretched 212 feet into the
jungle sky. In addition to temples and pyramids, each
▼ Maya jade
death mask,
seventh
century a.d.
446 Chapter 16
MAIN IDEA
Drawing
Conclusions
A, What does the
ability to construct
complex buildings
reveal about a
society?
Maya city featured a ball court. In this
stone-sided playing field, the Maya
played a game that had religious and
political significance. The Maya believed
the playing of this game would maintain
the cycles of the sun and moon and bring
life-giving rains. A,
Agriculture and Trade Support Cities
Although the Maya city-states were
independent of each other, they were
linked through alliances and trade.
Cities exchanged their local products
such as salt, flint, feathers, shells, and
honey. They also traded craft goods like
cotton textiles and jade ornaments.
While the Maya did not have a uniform
currency, cacao (chocolate) beans some-
times served as one.
Gulf of
Mexico
Ial . Chichen
Izta
Yucatan
Peninsula
Palenque
Valley of
Mexico
Piedras 1
legas
Mesoamerican Civilizations,
200 B.C.-A.D. 1521
■ Teotihuacan Civilization, 200 b.c.-a.d.700
H Maya Civilization, 200 b.c.-a.d. 900
□ Toltec Civilization, a.d. 900-1 100
□ Aztec Civilization, a.d. 1400-1521
Tula^
Tlacopan -
Tenochtitlan
250 Miles
Copan
500 Kilometers
PA CIFIC
OCEAN
As in the rest of Mesoamerica, agri-
culture — particularly the growing of
maize, beans, and squash — provided the
basis for Maya life. For years, experts
assumed that the Maya practiced slash-
and-burn agriculture. This method
involves farmers clearing the land by
burning existing vegetation and planting
crops in the ashes. Evidence now shows, however, that the Maya also developed
more sophisticated methods, including planting on raised beds above swamps and
on hillside terraces.
GEOGRAPHY SKILLBUILDER: Interpreting Maps io n
1 . Region Which civilization occupied the Yucatan Peninsula?
2. Region What other civilization areas were eventually
incorporated into the Aztec area?
Kingdoms Built on Dynasties Successful farming methods led to the accumula-
tion of wealth and the development of social classes. The noble class, which
included priests and the leading warriors, occupied the top rung of Maya society.
Below them came merchants and those with specialized knowledge, such as skilled
artisans. Finally, at the bottom, came the peasant majority.
The Maya king sat at the top of this class structure. He was regarded as a holy
figure, and his position was hereditary. When he died, he passed the throne on to
his eldest son. Other sons of the ruler might expect to join the priesthood.
Religion Shapes Maya Life
Religion influenced most aspects of Maya life. The Maya believed in many gods.
There were gods of corn, of death, of rain, and of war. Gods could be good or evil,
and sometimes both. Gods also were associated with the four directions and with dif-
ferent colors: white for north, black for west, yellow for south, red for east, and green
in the center. The Maya believed that each day was a living god whose behavior could
be predicted with the help of a system of calendars.
Religious Practices The Maya worshiped their gods in various ways. They prayed
and made offerings of food, flowers, and incense. They also pierced and cut their
bodies and offered their blood, believing that this would nourish the gods.
Sometimes the Maya even carried out human sacrifice, usually of captured ene-
mies. At Chichen Itza, they threw captives into a deep sinkhole lake, called a
cenote (sayNOtay), along with gold, jade, and other offerings. The Maya believed
People and Empires in the Americas 447
that human sacrifice pleased the gods and kept the world in balance.
Nevertheless, the Maya’s use of sacrifice never reached the extremes of some other
Mesoamerican peoples.
Math and Religion Maya religious beliefs also led to the development of the
calendar, mathematics, and astronomy. The Maya believed that time was a burden
carried on the back of a god. At the end of a day, month, or year, one god would
lay the burden down and another would pick it up. A day would be lucky or
unlucky, depending on the nature of the god. So it was very important to have an
accurate calendar to know which god was in charge of the day.
The Maya developed a 260-day religious calendar, which consisted of thirteen
20-day months. A second 3 65 -day solar calendar consisted of eighteen 20-day
months, with a separate period of 5 days at the end. The two calendars were linked
together like meshed gears so that any given day could be identified in both cycles.
The calendar helped identify the best times to plant crops, attack enemies, and
crown new rulers.
The Maya based their calendar on careful observation of the planets, sun, and
moon. Highly skilled Maya astronomers and mathematicians calculated the solar
year at 365.2420 days. This is only .0002 of a day short of the figure generally
accepted today! The Maya astronomers were able to attain such great precision by
using a math system that included the concept of zero. The Maya used a shell sym-
bol for zero, dots for the numbers one to four, and a bar for five. The Maya num-
ber system was a base-20 system. They used the numerical system primarily for
calendar and astronomical work. 5/
Written Language Preserves History The Maya also developed the most
advanced writing system in the ancient Americas. Maya writing consisted of about
800 hieroglyphic symbols, or glyphs (glihfs). Some of these glyphs stood for
whole words, and others represented syllables. The Maya used their writing system
to record important historical events, carving their glyphs in stone or recording
them in a bark-paper book known as a codex (KOH*dehks). Only three of these
ancient books have survived.
Other original books telling of Maya history and customs do exist, however.
Maya peoples wrote down their history after the arrival of the Spanish. The most
famous of these books, the Popol Vuh (POH*pohl VOO), recounts the Highland
Maya’s version of the story of creation. “Before the world was created, Calm and
Silence were the great kings that ruled,” reads the first sentence in the book.
“Nothing existed, there was nothing.”
Making
Inferences
h How are math,
astronomy, and cal-
endars related?
v A detail from
the Maya Codex
Troono
PRIMARY SOURCE
Then let the emptiness fill! they
said. Let the water weave its
way downward so the earth can
show its face! Let the light break
on the ridges, let the sky fill up
with the yellow light of dawn!
Let our glory be a man walking
on a path through the trees!
"Earth!" the Creators called. They
called only once, and it was
there, from a mist, from a cloud
of dust, the mountains appeared
instantly.
From the Popol Vuh
448 Chapter 16
Rise and Fall of the Maya
Traits of
Civilization
Strength Leading
to Power
Weakness Leading
to Decline
• Religious beliefs and
theocracy
• Independent city-states
• Intensive agriculture
• United culture
• Loyalty to the king
• Wealthy and prosperous
culture
• Production of more food
feeds a larger population
• Many physical and human
resources tunneled into
religious activities
• Frequent warfare occurs
between kingdoms
• Population growth creates
need for more land
SKILLBUILDER: Interpreting Charts
1. Recognizing Effects Which trait aids in building a sense of loyalty to the ruler?
2. Drawing Conclusions How can intensive agriculture be both a strength and a weakness?
MAIN IDEA
Analyzing Causes
£> Why did the
Maya civilization go
into decline?
Mysterious Maya Decline
The remarkable history of the Maya ended in mystery. In the late 800s, the Maya
suddenly abandoned many of their cities. Invaders from the north, the Toltec,
moved into the lands occupied by the Maya. These warlike peoples from central
Mexico changed the culture. The high civilization of Maya cities like Tikal and
Copan disappeared.
No one knows exactly why this happened, though experts offer several overlap-
ping theories. By the 700s, warfare had broken out among the various Maya city-
states. Increased warfare disrupted trade and produced economic hardship. In
addition, population growth and over-farming may have damaged the environment,
and this led to food shortages, famine, and disease. By the time the Spanish arrived
in the early 1500s, the Maya were divided into small, weak city-states that gave lit-
tle hint of their former glory. C,
As the Maya civilization faded, other peoples of Mesoamerica were growing in
strength and sophistication. Like the Maya, these peoples would trace some of their
ancestry to the Olmec. Eventually, these people would dominate the Valley of
Mexico and lands beyond it, as you will learn in Section 3.
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Tikal • glyph • codex • Popol Vuh
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. How do the characteristics of
Maya civilization compare with
the characteristics of a typical
civilization?
T he Maij
Civiliz-atii
in lAesoanne
a
on
rica
Supporting
detail
Supporting
detail
3. What was the basis of Maya
life?
4. Why was the calendar
important for the Maya
religion?
5. What three explanations have
been given for the collapse of
the Maya civilization?
6. RECOGNIZING EFFECTS Why was trade important to the
Maya civilization?
7. DRAWING CONCLUSIONS How important do you think
the development of advanced mathematics was in the
creation of the Maya calendar?
8. ANALYZING CAUSES Which of the causes for the fall of
the Maya do you think was most important? Explain.
9. WRITING ACTIVITY | RELIGIOUS AND ETHICAL SYSTEMS |
Imagine that you are a reporter visiting Maya city-states.
Write a one-page news article that describes various
aspects of the Maya religion.
CONNECT TO TODAY
CREATING A MAP
Conduct research to discover the countries in which the modern Maya live. Use your findings
to create a map showing the areas within these countries occupied by the Maya.
People and Empires in the Americas 449
History through Art
Maya Architecture
Maya architects created beautiful and monumental structures. The
buildings are artistic in structure, as well as in ornamentation. The style
and complexity of the ornamentation varies by region, but narrative,
ceremonial, and celestial themes are common. Archaeologists and
tourists alike are still awed by Maya architecture.
These large structures seem to be designed for ceremonial or
religious purposes and dominate the landscapes of the cities. The most
recognizable structures are the pyramids, but there is much more to the
artful Maya architecture.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on Maya
architecture, go to classzone.com
iling
One characteristic of Maya architecture is
the exterior and interior ornamental detailing.
This two-headed jaguar throne was found at
Uxmal. It represents the jaguar god of the
underworld, one of the many Maya gods. An
ancient Maya manuscript lists over 160 gods.
Stele
A stele (STEEdee) is an inscribed
or carved marker that is often
used to mark special dates or as
a building marker. This stele is in
the Maya city of Copan and is
part of a series of finely carved
commemorative steles in the
great plaza. The 13th king is
represented on most of the
steles in ceremonial clothing.
mmn i
t fv ISj
V
l T fln ' 1
J v Tti 1
1 - * ; JBUr ! ^ tl* » m
1 - ** *m*a.
▲ Ball Court
Ball courts were a feature of ancient Maya cities. The games held deep religious significance, and
the same artistic detail is found in the ball courts as in other religious structures. The court shown
here is at Chichen Itza in modern Mexico. It is 545 feet long and 223 feet wide, and is the largest
in the Americas. The ornate hoop (above left) is 20 feet off the ground.
The exact rules and method of scoring the game are unknown. However, inscriptions indicate
that players could not use their hands or feet to move a solid rubber ball, and that members of
the losing team might be sacrificed by beheading.
Pyramid
Archaeologists have found pyramids at many Maya cities. Pyramids were
religious structures and, as in Egypt, could be used as tombs. The pyramid
shown here is known as Temple I in the Maya city of Tikal. It is the tomb of
Ha Sawa Chaan K'awil, a Tikal ruler. The pyramid is about 160 feet tall.
Another pyramid in the city is 212 feet tall. In fact, the Tikal pyramids
were the tallest structures in the Americas until 1903, when the
Flatiron Building was built in New York City.
Connect to Today
1. Making Inferences What does the
size and ornamentation of Maya
architecture indicate about their
society?
r* See Skillbuilder Handbook, Page RIO.
2. Comparing and Contrasting What
are some examples of large-scale
architecture in the United States?
What do they indicate about our
culture?
451
he Aztecs Control Central Mexico
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
POWER AND AUTHORITY
This time period saw the origins
• obsidian
• Triple Alliance
Through alliances and conquest,
the Aztecs created a powerful
of one of the 20th century's most
populous cities, Mexico City.
• Quetzalcoatl
• Montezuma II
empire in Mexico.
SETTING THE STAGE While the Maya were developing their civilization to
the south, other high cultures were evolving in central Mexico. Some of the most
important developments took place in and around the Valley of Mexico. This val-
ley, where modern Mexico City is located, eventually became the site of the
greatest empire of Mesoamerica, the Aztec. The Aztecs were preceded by two
other important civilizations that traced their ancestry to the Olmec and Zapotec.
You learned about the Olmec and Zapotec in Chapter 9.
TAKING NOTES
Following Chronological
Order Use a "chain of
events" diagram to list
events in the establish-
ment and growth of the
Aztec Empire.
AtA&c Empire,
The Valley of Mexico
The Valley of Mexico, a mountain basin about 7,500 feet above sea level, served
as the home base of several powerful cultures. The valley had several large, shal-
low lakes at its center, accessible resources, and fertile soil. These advantages
attracted the people of Teotihuacan (TAY*oh*TEE*wah*KAHN) and the Toltecs.
They settled in the valley and developed advanced civilizations that controlled
much of the area. (See the map on page 447.)
An Early City-State The first major civilization of central Mexico was
Teotihuacan, a city-state whose ruins lie just outside Mexico City. In the first
century a.d., villagers at this site began to plan and
construct a monumental city, even larger than Monte
Alban, in Oaxaca.
At its peak in the sixth century, Teotihuacan had
a population of between 150,000 and 200,000 peo-
ple, making it one of the largest cities in the world at
the time. The heart of the city was a central avenue
lined with more than 20 pyramids dedicated to vari-
ous gods. The biggest of these was the giant
Pyramid of the Sun. This imposing building stood
more than 200 feet tall and measured close to 3,000
feet around its base. The people of Teotihuacan lived
in apartment-block buildings in the area around the
central avenue.
Teotihuacan became the center of a thriving trade
network that extended far into Central America. The
▼ Quetzalcoatl
was a god for
many ancient
Mexican
civilizations.
452 Chapter 16
MAIN IDEA
Making
Inferences
Why might the
followers of the war
god rebel against
Topiltzin?
city’s most valuable trade item was obsidian (ahb*SIHD*ee*uhn), a green or black
volcanic glass found in the Valley of Mexico and used to make razor-sharp
weapons. There is no evidence that Teotihuacan conquered its neighbors or tried to
create an empire. However, evidence of art styles and religious beliefs from
Teotihuacan have been found throughout Mesoamerica.
After centuries of growth, the city abruptly declined. Historians believe this
decline was due either to an invasion by outside forces or conflict among the city’s
ruling classes. Regardless of the causes, the city was virtually abandoned by 750.
The vast ruins astonished later settlers in the area, who named the site Teotihuacan,
which means “City of the Gods.”
Toltecs Take Over After the fall of Teotihuacan, no single culture dominated central
Mexico for decades. Then around 900, a new people — the Toltecs — rose to power.
For the next three centuries, the Toltecs ruled over the heart of Mexico from their
capital at Tula. (See the map on page 447.) Like other Mesoamericans, they built
pyramids and temples. They also carved tall pillars in the shape of armed warriors.
In fact, the Toltecs were an extremely warlike people whose empire was based
on conquest. They worshiped a fierce war god who demanded blood and human
sacrifice from his followers. Sometime after 1000, a Toltec ruler named Topiltzin
(toh«PEELT*zeen) tried to change the Toltec religion. He called on the Toltec peo-
ple to end the practice of human sacrifice. He also encouraged them to worship a
different god, Quetzalcoatl (keht*SAHL*koh*AHT*uhl), or the Feathered Serpent.
Followers of the war god rebelled, however, forcing Topiltzin and his followers into
exile on the Yucatan Peninsula. There, they greatly influenced late-Mayan culture.
After Topiltzin ’s exile, Toltec power began to decline. By the early 1200s, their
reign over the Valley of Mexico had ended. A,
In time, Topiltzin and Quetzalcoatl became one in the legends of the people of
the Valley of Mexico. According to these legends, after his exile from Tula, the god
traveled east, crossing the sea on a raft of snakes. He would return one day, bring-
ing a new reign of light and peace. The story of Quetzalcoatl would come back to
haunt the greatest empire of Mexico, the Aztecs.
a The Pyramid
of the Sun (left
background)
dominates
Teotihuacan's
main highway,
the Avenue of
the Dead.
The Aztec Empire
The Aztecs arrived in the Valley of Mexico around a.d. 1200. The valley contained
a number of small city-states that had survived the collapse of Toltec rule. The
Aztecs, who were then called the Mexica, were a poor, nomadic people from the
harsh deserts of northern Mexico. Fierce and ambitious, they soon adapted to local
ways, finding work as soldiers-for-hire to local rulers.
People and Empires in the Americas 453
According to one of the Aztec legends, the god of the sun and warfare,
Huitzilopochtli (wee*tsee*loh*POHCH*tlee), told them to found a city of their
own. He said to look for a place where an eagle perched on a cactus, holding a
snake in its mouth. These words capture part of the legend:
PRIMARY SOURCE
The place where the eagle screams,
where he spreads his wings;
the place where he feeds,
where the fish jump,
where the serpents
coil up and hiss!
This shall be Mexico Tenochtitlan
and many things shall happen!
Cronica Mexicayotl
They found such a place on a small island in Lake Texcoco, at the center of the
valley. There, in 1325, they founded their city, which they named Tenochtitlan
(teh*NOCH*tee*TLAHN).
Aztecs Grow Stronger Over the years, the Aztecs gradually increased in strength
and number. In 1428, they joined with two other city-states — Texcoco and
Tlacopan — to form the Triple Alliance . This alliance became the leading power in
the Valley of Mexico and soon gained control over neighboring regions. By the
early 1500s, they controlled a vast empire that covered some 80,000 square miles
stretching from central Mexico to the Atlantic and Pacific coasts and south into
Oaxaca. This empire was divided into 38 provinces. It had an estimated population
of between 5 and 15 million people.
The Aztecs based their power on military conquest and
the tribute they gained from their conquered subjects. The
Aztecs generally exercised loose control over the empire,
often letting local rulers govern their own regions. The
Aztecs did demand tribute, however, in the form of gold,
maize, cacao beans, cotton, jade, and other products. If
local rulers failed to pay tribute, or offered any other kind of
resistance, the Aztecs responded brutally. They destroyed
the rebellious villages and captured or slaughtered the
inhabitants.
Nobles Rule Aztec Society At the height of the Aztec
Empire, military leaders held great power in Aztec society.
Along with government officials and priests, these military
leaders made up the noble class. Many nobles owned vast
estates, which they ruled over like lords, living a life of
great wealth and luxury.
There were two other broad classes in Aztec society, com-
moners and enslaved persons. Commoners included mer-
chants, artisans, soldiers, and farmers who owned their own
land. The merchants formed a special type of elite. They
often traveled widely, acting as spies for the emperor and
gaining great wealth for themselves. The lowest class,
enslaved persons, were captives who did many different jobs.
The emperor sat atop the Aztec social pyramid. Although
he sometimes consulted with top generals or officials, his
power was absolute. The emperor lived in a magnificent
Global Patterns
Warriors and Animal Symbols
Some of the highest-ranking Aztec
leaders were eagle warriors. (A statue
of an eagle warrior is shown above.)
In battle, they wore eagle costumes in
honor of the sun god, Huitzilopochtli,
who often took the form of an eagle.
The use of animal symbols by
warriors was a widespread practice in
ancient times. The eagle was a favorite
among Roman soldiers because they
thought it symbolized victory. In many
cultures, warriors adopted an animal
so that they would inherit the animal's
qualities. Celtic fighters, for example,
wore boars' heads on their helmets
so that they, like the boar, would be
strong and fearless. Similarly, many
African warriors adopted the lion for
its fighting ferocity.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY Plan a Web page
that identifies and explains some animal
symbols used by ancient warriors. Go to
classzone.com for your research.
MAIN IDEA
Comparing
5/ How were the
Aztecs' methods of
controlling the
empire like those of
other empires you
have read about?
454 Chapter 16
palace, surrounded by servants and his wives. Visitors — even nobles — entered his
presence in bare feet and cast their eyes down so as not to look at him.
Tenochtitlan: A Planned City
By the early 1500s, Tenochtitlan had become an extraordinary urban center. With
a population of between 200,000 and 400,000 people, it was larger than London or
any other European capital of the time. Tenochtitlan remained on its original island
site. To connect the island to the mainland, Aztec engineers built three raised roads,
called causeways, over the water and marshland. Other smaller cities ringed the
lake, creating a dense concentration of people in the Valley of Mexico.
Streets and broad avenues connected the city center with outlying residential
districts. The canals that intersected with these roadways allowed canoes to bring
people directly into the city center. Canoes also brought goods from the farthest
reaches of the empire to the economic heart of the city, the huge market of
Tlatelolco (TLAH*tehl*AWL*koh). Visitors to the market also found a great deal of
local agricultural produce on display, including avocados, beans, chili peppers,
corn, squash, and tomatoes. Most of the fruits and vegetables sold at the market
were grown on chinampas, farm plots built on the marshy fringes of the lake. These
plots, sometimes called “floating gardens,” were extremely productive, providing
the food needed for a huge urban population.
At the center of the city was a massive, walled complex, filled with palaces,
temples, and government buildings. The main structure in the complex was the Great
Temple. This giant pyramid with twin temples at the top, one dedicated to the sun god
and the other to the rain god, served as the center of Aztec religious life.
f
> Analyzing Primary Sources
The Market at Tlatelolco
Hernando Cortes, the Spanish conqueror of Mexico, noted
that the market at Tlatelolco was twice the size of the
market at Salamanca, the Spanish city where he had
attended university.
Tenochtitlan— A Bustling City
Bernal Diaz, one of Cortes's soldiers, was amazed to find a
bustling urban center in the heart of Mexico.
PRIMARY SOURCE
PRIMARY SOURCE
Day after day 60,000 people congregate here to buy
and sell. Every imaginable kind of merchandise is
available from all parts of the Empire, foodstuffs and
dress, . . . gold, silver, copper, . . . precious stones,
leather, bone, mussels, coral, cotton, feathers. . . .
Everything is sold by the piece or by measurement,
never by weight. In the main market there is a law
court in which there are always ten or twelve judges
performing their office and taking decisions on all
marketing controversies.
HERNANDO CORTES, Letters of Information
When we saw all those cities and villages built in the
water, and other great towns on dry land, and that
straight and level causeway leading to Mexico, we were
astounded. These great towns and cues [pyramids] and
buildings rising from the water, all made of stone,
seemed like an enchanted vision. . . . Indeed, some of
our soldiers asked whether it was not all a dream.
BERNAL DIAZ, The Conquest of New Spain
DOCUMENT-BASED QUESTIONS
1 . Contrasting How do the descriptions of Cortes and Diaz differ?
2. Making Inferences How do you think Cortes and Diaz feel about Aztec accomplishments?
People and Empires in the Americas 455
Religion Rules Aztec Life
Religion played a major role in Aztec society. Tenochtitlan contained hundreds of
temples and religious structures dedicated to the approximately 1,000 gods that the
Aztecs worshiped. The Aztecs adopted many of these gods, and religious practices
related to them, from other Mesoamerican peoples. For example, the Aztecs wor-
shiped the Toltec god Quetzalcoatl in many forms. They saw him as the god of
learning and books, the god of the wind, and a symbol of death and rebirth. The
Aztecs pictured Quetzalcoatl not only as a feathered serpent, but also as a pale-
skinned man with a beard.
a This mural, in the
National Palace in
Mexico City, shows
Quetzalcoatl in
many forms.
Religious Practices Aztec religious
practices centered on elaborate public
ceremonies designed to communicate
with the gods and win their favor. At
these ceremonies, priests made offer-
ings to the gods and presented ritual
dramas, songs, and dances featuring
masked performers. The Aztec ceremo-
nial calendar was full of religious festi-
vals, which varied according to the god
being honored.
Sacrifices for the Sun God The most
important rituals involved a sun god,
Huitzilopochtli. According to Aztec
belief, Huitzilopochtli made the sun rise
every day. When the sun set, he had to
battle the forces of evil to get to the next
day. To make sure that he was strong
enough for this ordeal, he needed the
nourishment of human blood. Without
regular offerings of human blood,
Huitzilopochtli would be too weak to
fight. The sun would not rise, the world
would be plunged into darkness, and all
life would perish. For this reason, Aztec
priests practiced human sacrifice on a massive scale. Each year, thousands of vic-
tims were led to the altar atop the Great Temple, where priests carved out their
hearts using obsidian knives.
Sacrificial victims included enslaved persons, criminals, and people offered as
tribute by conquered provinces. Prisoners of war, however, were the preferred vic-
tims. As a result, the priests required a steady supply of war captives. This in turn
pushed the Aztec military to carry out new conquests. In fact, the Aztecs often went
to war not to conquer new lands, but simply to capture prisoners for sacrifice. They
even adapted their battle tactics to ensure that they took their opponents alive.
MAIN IDEA
Clarifying
C/ Why did the
Aztecs take so
many war captives?
Problems in the Aztec Empire
In 1502, a new ruler, Montezuma II (MAHN*tih*ZOO*muh), was crowned emperor.
Under Montezuma, the Aztec Empire began to weaken. For nearly a century, the
Aztecs had been demanding tribute and sacrificial victims from the provinces
under their control. Now, with the population of Tenochtitlan growing ever greater,
Montezuma called for even more tribute and sacrifice. A number of provinces rose
456 Chapter 16
History n Depth
■I INTERACTIVE
The Aztec Calendar
The Aztec system of tracking the days was very intricate.
Archaeologists believe that the Aztec calendar system was derived
from the Maya system. The Aztecs followed two main calendars: a
sacred one with 13 months of 20 days and an agricultural or solar
one with 18 months of 20 days. (Notice that this comes to 360 days
The Aztecs then had an unlucky five-day period known as
nemontemi , making their solar calendar 365 days long.) Every 52
years, the two calendars would start on the same day, and a great
ceremony of fire marked the occasion.
▲ Aztec Gods
The Aztecs worshiped many different gods. They
were a vital part of the Aztec calendar and daily life.
The Aztecs paid tribute to different gods depending,
in part, on the day, week, month, year, and religious
cycle of the Aztec calendars. The god shown here is
a sun god, Tonatiuh.
◄ Aztec Sunstone
Originally located in the main ceremonial plaza of
Tenochtitlan, the Aztec calendar stone measures 13
feet in diameter and weighs 24 tons. It was uncovered
in Mexico City in 1790. The Sunstone, as it is called,
contains a wealth of information about the days that
began and ended the Aztec months, the gods
associated with the days, and many other details.
This is an artist's rendition of the
inner circle of the Sunstone. In the
center is the god Tonatiuh.
The four squares that surround
Tonatiuh are glyphs or symbols of the
four ages preceding the time of the
Aztecs: Tiger, Water, Wind, and Rain.
In the ring just outside the symbols
of the previous ages, 20 segments
represent the 20 days that made up
an Aztec month. Each day had its
own symbol and a god who watched
over the day. The symbol pointed to
here is Ocelotl, the jaguar.
SKILLBUILDER: Interpreting Visual Sources
1 . Hypothesizing Why do you think the Aztecs put
Tonatiuh , a sun god [ in the center of the Sunstone?
Explain your reasons.
2. Comparing and Contrasting How is the Aztec
calendar different from the calendar we use today?
How is it similar?
People and Empires in the Americas 457
Rise and Fall of the Aztecs
Traits of
Civilization
Strength Leading
to Power
Weakness Leading to I
Decline
• Religious beliefs and
theocracy
• Powerful army
• Empire of tribute states
• United culture
• Loyalty to the emperor
• Adds land, power, and
prisoners for religious
sacrifice
• Provides wealth and
power and prisoners
for religious sacrifice
• Many physical and human
resources funneled into
religious activities
• Need for prisoners changes
warfare style to less deadly
and less aggressive
• Tribute states are rebellious
and need to be controlled
SKILLBUILDER: Interpreting Charts
1 . Drawing Conclusions How was the tribute system both a strength and a weakness?
2. Clarifying How are the army and religious beliefs linked in the Aztec Empire?
up against Aztec oppression. This began a period of unrest and rebellion, which the
military struggled to put down.
Over time, Montezuma tried to lessen the pressure on the provinces. For exam-
ple, he reduced the demand for tribute payment by cutting the number of officials
in the Aztec government. But resentment continued to grow. Many Aztecs began to
predict that terrible things were about to happen. They saw bad omens in every
unusual occurrence — lightning striking a temple in Tenochtitlan, or a partial
eclipse of the sun, for example. The most worrying event, however, was the arrival
of the Spanish. For many Aztecs, these fair-skinned, bearded strangers from across
the sea brought to mind the legend of the return of Quetzalcoatl. EL
Further south in the high mountain valleys of the Andes, another empire was
developing, one that would transcend the Aztec Empire in land area, power, and
wealth. Like the Aztecs, the people of this Andean empire worshiped the sun and
had large armies. However, the society they built was much different from that of
the Aztecs, as you will see in Section 4.
MAIN IDEA
Making
Inferences
Why would cut-
ting the number of
government officials
reduce the need for
tribute money?
SECTION
o
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• obsidian • Quetzalcoatl • Triple Alliance • Montezuma II
USING YOUR NOTES
MAIN IDEA
2. How do you think the Aztecs
were able to establish an
extensive empire in such a
relatively short period of time?
3. On what was Teotihuacan's
power and wealth based?
4. How did the Aztecs rule their
empire?
Az-t&c Empire.
5. Why did the Aztecs think it was
necessary to make blood
sacrifices to the sun god,
Huitzilopochtli?
CREATING A MENU
CRITICAL THINKING & WRITING
6. IDENTIFYING SOLUTIONS How were the Aztecs able to
overcome the problems associated with Tenochtitlan's
island location?
7. ANALYZING MOTIVES Why do you think the Aztecs
allowed some conquered peoples to govern themselves
with relatively little interference?
8. RECOGNIZING EFFECTS How did the Aztec need for victims
for sacrifice lead to problems controlling the empire?
9. WRITING ACTIVITY | POWER AND AUTHORITY [ Write a short
play in which Montezuma discusses with his advisers
how to gain control of the empire's rebellious provinces.
Many of the foods eaten by Mexicans today date back to Aztec times. Conduct research to
discover more about the Aztec origins of Mexican food. Use your findings to create a menu
for a modern "Aztec" meal.
458 Chapter 16
The Inca Create a
Mountain Empire
MAIN IDEA 1 WHY IT MATTERS NOW | TERMS & NAMES
POWER AND AUTHORITY The
Inca built a vast empire
supported by taxes, governed by
a bureaucracy, and linked by
extensive road systems.
The Incan system of government
was similar to some socialist
governments in the 20th
century.
• Pachacuti • mita
• ayllu • quipu
SETTING THE STAGE While the Aztecs ruled in the Valley of Mexico, another
people — the Inca — created an equally powerful state in South America. From
Cuzco, their capital in southern Peru, the Inca spread outward in all directions.
They brought various Andean peoples under their control and built an empire
that stretched from Ecuador in the north to Chile in the south. It was the largest
empire ever seen in the Americas.
The Inca Build an Empire
Like the Aztecs, the Inca built their empire on cultural foundations thousands of
years old. (See Chapter 9.) Ancient civilizations such as Chavin, Moche, and
Nazca had already established a tradition of high culture in Peru. They were fol-
lowed by the Huari and Tiahuanaco cultures of southern Peru and Bolivia. The
Chimu, an impressive civilization of the 1300s based in the northern coastal
region once controlled by the Moche, came next. The Inca would create an even
more powerful state, however, extending their rule over the entire Andean region.
Incan Beginnings The Inca originally lived in a high plateau of the Andes.
After wandering the highlands for years, the Inca finally settled on fertile lands
in the Valley of Cuzco. By the 1200s, they had established their own small
kingdom in the valley.
During this early period, the Inca developed traditions and beliefs that helped
launch and unify their empire. One of these traditions was the belief that the
Incan ruler was descended from the sun god, Inti, who would bring prosperity
and greatness to the Incan state. Only men from one of 11 noble lineages
believed to be descendants of the sun god could be selected as Incan leaders.
TAKING NOTES
Categorizing Use a web
diagram to identify the
methods the Inca used
to build their vast,
unified empire.
Pachacuti Builds an Empire At first the Incan kingdom grew slowly. In 1438,
however, a powerful and ambitious ruler, Pachacuti (PAH*chah*KOO*tee), took
the throne. Under his leadership, the Inca conquered all of Peru and then moved
into neighboring lands. By 1500, the Inca ruled an empire that stretched 2,500
miles along the western coast of South America. (See the map on page 461 .) The
Inca called this empire “Land of the Four Quarters.” It included about 80
provinces and was home to as many as 16 million people.
Pachacuti and his successors accomplished this feat of conquest through a
combination of diplomacy and military force. The Inca had a powerful military
Peoples and Empires in the Americas 459
but used force only when necessary. They were also clever
diplomats. Before attacking, they typically offered enemy
states an honorable surrender. They would allow them to
keep their own customs and rulers in exchange for loyalty
to the Incan state. Because of this treatment, many states
gave up without resisting. Even when force was used, the
Inca took a similar approach. Once an area was defeated,
they made every effort to gain the loyalty of the newly
conquered people.
Incan Government Creates Unity
To control the huge empire, the rulers divided their territory
and its people into manageable units, governed by a central
bureaucracy. The Inca created an efficient economic system to
support the empire and an extensive road system to tie it
together. They also imposed a single official language,
Quechua (KEHCH«wuh), and founded schools to teach Incan
ways. Certain social groups were identified by officially dic-
tated patterns on clothing. All of these actions were calculated
to unify the variety of people controlled by the Inca. A/
Incan Cities Show Government Presence To exercise
control over their empire, the Inca built many cities in con-
quered areas. The architecture of government buildings was
the same all over the empire, making the presence of the
government apparent. As in Rome, all roads led to the cap-
ital, Cuzco. The heart of the Incan empire, Cuzco was a
splendid city of temples, plazas, and palaces. “Cuzco was
grand and stately,” wrote Cieza de Leon. “It had fine streets,
. . . and the houses were built of solid stones, beautifully
joined.” Like the Romans, the Inca were masterful engineers
and stonemasons. Though they had no iron tools and did not
use the wheel, Incan builders carved and transported huge
blocks of stone, fitting them together perfectly without mor-
tar. Many Incan walls still stand in Cuzco today, undisturbed
by the region’s frequent earthquakes.
Incan Government The Incan state exercised almost total control over economic
and social life. It controlled most economic activity, regulating the production
and distribution of goods. Unlike the Maya and the Aztecs, the Inca allowed little
private commerce or trade.
The Incan social system was based on an age-old form of community coopera-
tion — the ayllu (EYE*loo). The ayHu, or extended family group, undertook tasks
too big for a single family. These tasks included building irrigation canals or cut-
ting agricultural terraces into steep hillsides. The ayllu also stored food and other
supplies to distribute among members during hard times.
The Inca incorporated the ayllu structure into a governing system based on the
decimal system. They divided families into groups of 10, 100, 1,000, and 10,000.
A chief led each group. He was part of a chain of command. That chain stretched
from the community and regional levels all the way to Cuzco, where the Incan ruler
and his council of state held court. In general, local administration was left in the
hands of local rulers, and villages were allowed to continue their traditional ways. If a
community resisted Incan control, however, the Inca might relocate the whole group
History Makers
Pachacuti
c. 1391-c. 1473
As the second son of the Incan ruler
Viracocha, Pachacuti did not expect
to succeed to the throne. However,
when Cuzco was attacked in 1438,
Viracocha and Pachacuti's older
brother fled the city. Pachacuti
stayed and drove off the attackers.
He then proclaimed himself the new
Incan ruler.
Pachacuti, whose name means
"World Transformer" or "Earthshaker,"
ruled for 33 years. During that time,
he drew up the plans for the
rebuilding of Cuzco and established
the Incan system of government.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on
Pachacuti and other Incan rulers,
go to classzone.com
l s
MAIN IDEA
Forming Opinions
4/ Of all of the
methods used to
create unity, which
do you think would
be most successful?
Why?
460 Chapter 16
MAIN IDEA
Identifying
Solutions
How would
relocating trouble-
some people help
government control
of an area?
M A IN IDEA
Recognizing
Effects
£/How might the
Incan system of
record-keeping help
support a strong
government?
to a different territory. The resisters would be placed
under the control of rulers appointed by the government
in Cuzco. B,
The main demand the Incan state placed on its
subjects was for tribute, usually in the form of labor.
The labor tribute was known as mita (MEE*tuh). It
required all able-bodied citizens to work for the state a
certain number of days every year. Mita workers might
labor on state farmlands, produce craft goods for state
warehouses, or help with public works projects.
Historians have compared the Incan system to a
type of socialism or a modern welfare state. Citizens
were expected to work for the state and were cared for
in return. For example, the aged and disabled were
often supported by the state. The state also made sure
that the people did not go hungry when there were bad
harvests. Freeze-dried potatoes, called chuno, were
stored in huge government warehouses for distribution
in times of food shortages.
Public Works Projects The Inca had an ambitious
public works program. The most spectacular project
was the Incan road system. A marvel of engineering,
this road system symbolized the power of the Incan
state. The 14,000-mile-long network of roads and
bridges spanned the empire, traversing rugged moun-
tains and harsh deserts. The roads ranged from paved
stone to simple paths. Along the roads, the Inca built
guesthouses to provide shelter for weary travelers. A
system of runners, known as chasquis (SHAH*skeys),
traveled these roads as a kind of postal service, carry-
ing messages from one end of the empire to the other.
The road system also allowed the easy movement of
troops to bring control to areas of the empire where
trouble might be brewing.
Government Record-Keeping Despite the sophisti-
cation of many aspects of Incan life, the Inca never
developed a writing system. History and literature
were memorized as part of an oral tradition. For
numerical information, the Inca created an accounting
device known as the quipu . a set of knotted strings
that could be used to record data. (See the Global
Patterns feature on page 20.) The knots and their position on the string indicated
numbers. Additionally, the colors of the strings represented different categories of
information important to the government. For example, red strings were used to
count warriors; yellow strings were used to count gold. However, the meanings of
the colors changed depending on the general purpose of the quipu. C,
Some historians believe that the Inca also developed an elaborate calendar
system with two types of calendars, one for night and one for day. They were used
primarily for religious purposes. Like the calendars of the Maya and the Aztecs, the
two calendars provided information about the gods whom the Inca believed ruled
the day and time.
People and Empires in the Americas 461
▼ Machu Picchu
lies some 8,000
feet above sea level
on a ridge between
two mountain
peaks.
Religion Supports the State
As with the Aztecs, religion was important to the Inca and helped reinforce the
power of the state. The Inca worshiped fewer gods than the Aztecs. The Inca
focused on key nature spirits such as the moon, the stars, and thunder. In the bal-
ance of nature, the Inca saw patterns for the way humans should relate to each other
and to the earth. The primary Incan god was a creator god called Viracocha. Next
in importance was the sun god, Inti. Because the Incan ruler was considered a
descendant of Inti, sun worship amounted to worship of the king.
Religious Practices Incan priests led the sun-worship services, assisted by young
women known as mamakuna, or “virgins of the sun.” These women, all unmarried,
were drafted by the Inca for a lifetime of religious service. The young women were
trained in religious activities, as teachers, spinners, weavers, and beer makers.
Young men, known as yamacuna, also served as full-time workers for the state and
in religious activities. Sacrifice of llamas and exchange of goods were a part of the
religious activities. The goods were distributed by the priests to the people as gifts
from the gods.
Great Cities The Temple of the Sun in Cuzco was the most sacred of all Incan
shrines. It was heavily decorated in gold, a metal the Inca referred to as “sweat of the
sun.” According to some sources, the temple even had a garden with plants and animals
crafted entirely from gold and silver. In fact, gold was a common sight throughout
Cuzco. The walls of several buildings had a covering of thin gold sheeting.
Although Cuzco was the religious capital of the Incan Empire, other Incan cities
also may have served a ceremonial purpose. For example, Machu Picchu, exca-
vated by Hiram Bingham in 1912, was isolated and mysterious. Like Cuzco,
Machu Picchu also had a sun temple, public buildings, and a central plaza. Some
sources suggest it was a religious center. Others think it was an estate of Pachacuti.
Still others believe it was a retreat for Incan rulers or the nobility.
Rise and Fall of the Inca
Traits of
Civilization
Strength Leading
to Power
[ Weakness Leading 1
to Decline
• Religious beliefs and
theocracy
• Major road systems
• Type of welfare state with
huge bureaucracy
• United culture
• Loyalty to the emperor
• Connected entire empire
and aided control
• Care for entire population
during good and bad
times
• Many physical and human
resources tunneled into
religious activities
• Enemy could also use
roads to move troops
• People struggled to care
for themselves with the
elimination of the
welfare state
SKILLBUILDER: Interpreting Charts
1. Forming and Supporting Opinions In your opinion , which of the three traits leading to
power was the most valuable? Briefly discuss your reasons.
2. Comparing Which trait did you find repeated in the Maya and Aztec empires?
Discord in the Empire
The Incan Empire reached the height of its glory in the early 1500s during the reign
of Huayna Capac. Trouble was brewing, however. In the 1520s, Huayna Capac
undertook a tour of Ecuador, a newly conquered area of the empire. In the city of
Quito, he received a gift box. When he opened it, out flew butterflies and moths,
considered an evil omen. A few weeks later, while still in Quito, Huayna Capac
died of disease — probably smallpox.
After his death, the empire was split between his sons, Atahualpa
(ah*tah*WAHL*pah) and Huascar (WAHS*kahr). Atahualpa received Ecuador, about
one-fifth of the empire. The rest went to Huascar. At first, this system of dual emper-
ors worked. Soon, however, Atahualpa laid claim to the whole of the empire. A bitter
civil war followed. Atahualpa eventually won, but the war tore apart the empire. As
you will learn in Chapter 20, the Spanish arrived in the last days of this war. Taking
advantage of Incan weakness, they would soon divide and conquer the empire.
SECTION [(
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Pachacuti • ayllu • mita • quipu
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which of these methods for
3. How were the Inca able to
6. IDENTIFYING SOLUTIONS How did the Inca overcome
unification were acceptable to
conquer such a vast empire?
geographical obstacles in building and ruling their
the conquered people?
4. What methods did the Inca use
empire?
Explain.
to create unity among the
diverse peoples in their
empire?
7. ANALYZING MOTIVES Why do you think the Inca used the
ayllu system as the basis for governing in the empire?
8. COMPARING AND CONTRASTING How were Incan and
T he )nca built a
vast empire.
0^0
5. What role did the mita play in
building the Incan Empire?
Aztec religious practices similar? How were they different?
9. WRITING ACTIVITY POWER AND AUTHORITY | Write a short
description of one of the great public works projects
completed by the Inca.
CONNECT TO TODAY
CREATING AN ORAL REPORT
The Incan Empire has been compared to a modern welfare state. Study the government of
one such state— Sweden, for example. In an oral report, compare the Incan government with
the government of the country you studied.
People and Empires in the Americas 463
Social History
Incan Mummies
For the Inca, death was an important part of life. The Inca worshiped the
spirits and the bodies of their ancestors. They believed in an afterlife, and
tombs and the mummies they held were considered holy.
Like the Egyptians, the Inca embalmed their dead to preserve the body.
The mummies were bundled with offerings of food, tools, and precious
items to help them in the afterlife. These “mummy bundles” were then
buried or put in an aboveground tomb to be worshiped. Mummies have
been found from many different social classes, and, as you will read, not
all of them died natural deaths.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on
mummies, go to classzone.com
Royal Treatment
The mummies of Incan rulers were among the
holiest objects of Incan religion. The mummies
were actually treated as if they were still alive.
They had servants, maintained ownership of their
property, were consulted as oracles, and were taken
to major festivals or to visit other mummies. The
mummy shown at right in a 16 th-century Spanish
codex is being transported in the same manner as
the living royalty.
Human Sacrifice
Some Incan mummies have been found on high mountain peaks
in the Andes. These mummies were human sacrifices. Frozen for
hundreds of years, the mummies allow researchers to examine
the clothes, health, and sometimes even the internal organs of
ancient humans. Scientists determined that this mummy was
killed by a sharp blow to the head.
> DATA FILE
Mummy Bundles
At a site known as Puruchuco, just outside of Lima, Peru,
archaeologists discovered a huge Incan cemetery. Some of
the mummies unearthed were wrapped in layers of cotton.
The outside of the bundle might have a false head made of
cloth like the one shown on the right. Inside the bundle
were the mummy, religious offerings, and personal items.
The illustration shown below re-creates the inside of an
actual bundle that archaeologists unwrapped.
Corn, or maize, was the
Inca's most important
crop and is often found
in Incan burials.
This man wears a feathered
headdress that indicates high
social standing.
The Inca used gourds as
bowls and containers. The
gourds found in this bun-
dle held food and cotton.
AN INCAN GRAVEYARD
The Puruchuco graveyard lies
beneath a shantytown in Peru
called Tupac Amaru. In 1999,
when archaeologists discovered
the extent of the site, it was
about to be bulldozed.
Archaeologists began an
emergency recovery effort.
• The remains of over 2,000
men, women, and children
were recovered.
• The site may contain as many
as 10,000 individuals.
• Some bundles contained up to
seven bodies and weighed as
much as 400 pounds.
• Between 50,000 and 60,000
artifacts were recovered.
• One of the mummy bundles
became known as the "Cotton
King." The mummy was
wrapped in about 300 pounds
of raw cotton.
• The Cotton King's bundle
contained 70 artifacts,
including food, pottery, animal
skins, and sandals. Footwear
was not common among the
Inca, and sandals were a status
symbol.
◄ Gifts for the Dead
The Inca sometimes placed
mummies in aboveground
tombs called chullpas.
Descendants of the mummy
would bring offerings of food
and precious goods to honor
their ancestor. This mummy is
shown as it might have
appeared in its tomb.
PERU
10° s
PACIFIC
OCEAN
Lima
Connect to Today
1. Making Inferences What do Incan
mummification practices suggest
about Incan culture?
See Skillbuilder Handbook, page RIO.
2. Forming and Supporting Opinions
Why do you think mummification is
not a common practice in the United
States today?
465
Chapter 0 Assessment
VISUAL SUMMARY
People and Empires
in the Americas
North America: 600-late 1500s
• Government by a variety
of small tribes to very
complex societies
• Similar religious beliefs
in the Great Spirit
• Economy influenced by
the environment
• Trade links to other groups
Mesoamerica: Maya 250-900
• Government by city-state kings
• Religion plays a major role in
society and rule
• Trade links between city-states
and other Mesoamerican groups
• Math and astronomy develop
to support religious beliefs
• Pyramid builders
• Written language using hieroglyphs
Mesoamerica: Aztec 1200-1521
Government by warrior-kings
Religion plays a major role
in society and rule
Trade links between
tribute states and other
Mesoamerican groups
Human sacrifice practiced
for religious offerings
Pyramid builders
Pictorial written language
South America: Inca 1400-1532
TERMS & NAMES
For each term or name below, briefly explain its connection to the
development of Native American cultures in North America, Mesoamerica, or
South America.
1. pueblo 6 . Quetzalcoatl
2. Mississippian 7. Triple Alliance
3. Iroquois 8. Montezuma II
4. Tikal 9. Pachacuti
5. glyph 10. mita
MAIN IDEAS
North American Societies Section l (pages 441 -445)
11. Why were Native American societies in North America so diverse?
12. What were the three things that most Native Americans in North
America had in common?
Maya Kings and Cities Section 2 (pages 446-451)
13. What role did religion play in Maya life?
14. What were three major achievements of the Maya civilization?
The Aztecs Control Central Mexico Section 3 (pages 452-458)
15. How did the Aztecs build and control their empire?
16. Why did the Aztecs sacrifice human beings to their gods?
The Inca Create a Mountain Empire Section 4 (pages 459-465)
17. List three ways in which the Incan government involved itself in
people's lives.
18. How did Incan religion reinforce the power of the state?
CRITICAL THINKING
1. USING YOUR NOTES
On a double time line, place two dates for each of the major culture
groups that controlled the Valley of Mexico from the beginning of the first
century a.d. Write a brief description of the importance of each date.
2. FORMULATING HISTORICAL QUESTIONS
Study the information on the Mound Builders again. What questions might
you ask to gain a better understanding of these cultures?
• Government by theocracy—
sun-god king
• Religion plays a major role
in society and rule
• Social welfare state cares
for all people
• Extensive road system links
the country together
3. COMPARING AND CONTRASTING
fREUGIOUS AND ETHICAL SYSTEMS 1 Compare the religious beliefs of the Maya,
the Aztecs, and the Inca. How were they similar? How were they different?
4. MAKING INFERENCES
1 POWER AND AUTHORITY] What can you infer about the values of the Inca
from the fact that the government provided care for citizens who were
aged or unable to care for themselves?
5. FORMING AND SUPPORTING OPINIONS
The Maya was the most advanced of the early American civilizations. Do
you agree or disagree with this statement? Give reasons for your answer.
466 Chapter 16
> STANDARDS-BASED ASSESSMENT
Use the excerpt and your knowledge of world history to
answer questions 1 and 2.
Additional Test Practice, pp. S1-S33
PRIMARY SOURCE
We return thanks to our mother, the earth, which sustains
us. We return thanks to the rivers and streams, which
supply us with water. . . . We return thanks to the corn, and
to her sisters, the beans and squashes, which give us life.
. . . We return thanks to the sun, that he has looked upon
the earth with a beneficent eye. ... We return thanks to
the Great Spirit . . . who directs all things for the good of
his children.
Quoted in In the Trail of the Wind
1. How did the Iroquois feel about nature?
A. They felt angry at nature.
B. They felt grateful to nature.
C. Nature was seen as a mere tool to the Iroquois.
D. Nature played little part in the lives of the Iroquois.
2 . Which statement best sums up the overall role that the Great
Spirit played in Iroquois life?
A. The Great Spirit ruled over all for the good of all.
B. The Great Spirit provided food for the Iroquois.
C. The Great Spirit ruled over the earth and the sun.
D. The Great Spirit provided the Iroquois with water.
Use this map, which provides a bird's-eye view of the
island city of Tenochtitlan, and your knowledge of world
history to answer question 3.
3. What appears to be in the center of the city?
A. an enormous lake C. a temple complex
B. a small harbor D. an empty square
INTEGRATED TECHNOLOGY
TEST PRACTICE Go to classzone.com
• Diagnostic tests • Strategies
• Tutorials • Additional practice
ALTERNATIVE ASSESSMENT
1. Interact with History
From the headdress clues and detective thinking, you should
have determined that Kwakiutl lived in the forests by the Pacific
Ocean. They probably used the headdress in a ceremony asking
the gods to protect them. Using the guide questions on page
440, look back in the chapter at other artifacts in each section
to see what you can determine about other cultures.
2. |V\ WRITING ABOUT HISTORY
| CULTURAL INTERACTION" ! In recent years, Aztec cultural ruins
have been excavated in Mexico City. Using the Internet and
library resources, conduct research into some of these
archaeological finds, such as the Plaza of Three Cultures and
the Great Temple. Then write an illustrated magazine article
that describes these places and shows the heritage of the
Mexican people.
INTEGRATED TECHNOLOGY
NetExplorations Counting Calendars
and Cords
Go to NetExplorations at classzone.com to learn
more about the Aztec and Maya calendars. Use
the Internet to learn about the calendars of other
civilizations during the same period. Find out:
• how various calendars were organized
• what names were given to the various time
periods on each calendar (for example,
agricultural names or names of important gods)
• which calendars were most accurate
• how long each calendar was in use
Use the information and images you find to create
a virtual museum where viewers can compare
and contrast civilizations, their notions of time, and
the calendars they used.
People and Empires in the Americas 467
CHAPTER
European Renaissance
and Reformation, 1 300-1 600
Previewing Main Ideas
I CULTURAL INTERACTION I Trade with the East and the rediscovery of
ancient manuscripts caused Europeans to develop new ideas about culture
and art. This period was called the "Renaissance," which means rebirth.
Geography Study the time line and the map. In which countries did the
Renaissance begin?
I RELIGIOUS AND ETHICAL SYSTEMS | Martin Luther began a movement to
reform practices in the Catholic Church that he believed were wrong. That
movement, the Reformation, led to the founding of non-Catholic churches.
Geography Locate Wittenberg , the city where the Reformation began.
What geographical features helped the Reformation spread from there?
| REVOLUTION | The invention of the printing press allowed books and
pamphlets to be made faster and more cheaply. This new technology helped
spread the revolutionary ideas of the Renaissance and Reformation.
Geography Printing spread from Mainz to other parts of Europe. How
might the location of Mainz have helped the spread of printing?
INTEGRATED TECHNOLOGY
1
eEdition r \
1 INTERNET RESOURCES
• Interactive Maps
Go to classzone.com for:
• Interactive Visuals
• Research Links
• Maps
• Interactive Primary Sources
• Internet Activities
• Test Practice
• Primary Sources
• Chapter Quiz
• Current Events
FIIBHDF
WORLD
1300
In the 1300s the Renaissance
begins in Italian city-states such as
Florence, Milan, and Mantua.
4 Medici family lakes
V. >1 tJUir (bust of Lorenzo Medici)
1300
1400
1324
Mali king Mansa Musa
makes a pilgrimage
to Mecca*
1368
< Hongwu founds
Ming Dynasty in China,
(vase from that period)
1405
Chinese explorer Zheng
He begins exploration
of Asia and Africa.
EUTONIC
ORDER
Baltic \2
Sea
RELAN
BRANDENBURG)
ENGLAN
POLAND
Wittenberg
HOLY ROMAN
EMPIRE
Prague
ATLANTIC
OCEAN
Nantes
HUNGARY
SWISS
CONFEDERATION
FRANCE
Boundary of the
Hoty Roman Empire
OTTOMAN
EMPIRE
AVIGNON
(Papal State)
CORSICA
KINGDOM
Naples* OR
NAPLES
SPAIN
SARDINIA
KINGDOM
OF
SICILY
Come Projection
1455
Gutenberg
Bible printed
in Mainz. ►
1517
Martin Luther begins
the Reformation in
Wittenberg.
1534
English king Henry VIII
starts the Church of
England.
1563
Council of Trent mandates
reforms in Catholic Church.
Europe, 1500
1500
1601
• • •
1453
1492
Ottoman
Columbus
Turks capture
reaches the
Constantinople.
Americas.
469
a The Madonna of Chancellor Rolin (about 1435), Jan van Eyck
EXAMINING the ISSUES
• What can you infer about the setting of the painting?
• What details in the painting give you an idea of the role
of religion in society?
As a class, discuss these questions to see what you can learn about
this art. Also recall what you know about art in such places as
Egypt and India. As you read about the Renaissance, notice what
the art of that time reveals about European society.
What can you learn from art f
You work at a museum that is considering buying this painting by Jan van Eyck.
It is a portrait of Chancellor Rolin, a powerful government official in Burgundy
(later part of France). Before deciding, the museum director wants to know
what this painting can teach the public about the Renaissance.
Q Classical Art Renaissance
artists admired classical art. The
columns show classical style.
Q Perspective Van Eyck used
the technique of perspective,
which shows distant objects
as smaller than close ones.
He also used oil paints, a
new invention.
Q Religion This painting portrays
the infant Jesus and his mother
Mary in 15th-century Europe.
Such a depiction shows the
continuing importance of
religion during the
Renaissance.
Q The Individual Renaissance
artists portrayed the
importance of individuals.
Chancellor Rolin is wearing a
fur-trimmed robe that shows
his high status.
0 Beauty Van Eyck included
many details simply to add
beauty. These include the
design on the floor, the folds
of Mary's cloak, and the
scenery outside.
470 Chapter 17
Italy: Birthplace
of the Renaissance
MAIN IDEA 1 WHY IT MATTERS NOW | TERMS & NAMES
REVOLUTION The Italian Renaissance art and literature • Renaissance • patron
Renaissance was a rebirth of still influence modern thought • humanism • perspective
learning that produced many and modern art. • secular • vernacular
great works of art and literature.
SETTING THE STAGE During the late Middle Ages, Europe suffered from
both war and plague. Those who survived wanted to celebrate life and the human
spirit. They began to question institutions of the Middle Ages, which had been
unable to prevent war or to relieve suffering brought by the plague. Some people
questioned the Church, which taught Christians to endure suffering while they
awaited their rewards in heaven. In northern Italy, writers and artists began to
express this new spirit and to experiment with different styles. These men and
women would greatly change how Europeans saw themselves and their world.
Italy's Advantages
This movement that started in Italy caused an explosion of creativity in art,
writing, and thought that lasted approximately from 1300 to 1600. Historians call
this period the Renaissance (REHN*ih*SAHNS). The term means rebirth, and in
this context, it refers to a revival of art and learning. The educated men and women
of Italy hoped to bring back to life the culture of classical Greece and Rome. Yet
in striving to revive the past, the people of the Renaissance created something new.
The contributions made during this period led to innovative styles of art and
literature. They also led to new values, such as the importance of the individual.
The Renaissance eventually spread from northern Italy to the rest of Europe.
Italy had three advantages that made it the birthplace of the Renaissance: thriving
cities, a wealthy merchant class, and the classical heritage of Greece and Rome.
City-States Overseas trade, spurred by the Crusades, had led to the growth of
large city-states in northern Italy. The region also had many sizable towns. Thus,
northern Italy was urban while the rest of Europe was still mostly rural. Since
cities are often places where people exchange ideas, they were an ideal breeding
ground for an intellectual revolution.
In the 1300s, the bubonic plague struck these cities hard, killing up to 60
percent of the population. This brought economic changes. Because there were
fewer laborers, survivors could demand higher wages. With few opportunities to
expand business, merchants began to pursue other interests, such as art.
Merchants and the Medici A wealthy merchant class developed in each Italian
city-state. Because city-states like Milan and Florence were relatively small, a
high percentage of citizens could be intensely involved in political life.
TAKING NOTES
Outlining Use an outline
to organize main ideas
and details.
kalian Renaissance,
J. Hahfs advantage,*
A.
ft
)). Classical and
worldly values
European Renaissance and Reformation 47 1
Merchants dominated politics. Unlike nobles, merchants
did not inherit social rank. To succeed in business, they used
their wits. As a result, many successful merchants believed
they deserved power and wealth because of their individual
merit. This belief in individual achievement became impor-
tant during the Renaissance.
Since the late 1200s, the city-state of Florence had a
republican form of government. But during the Renaissance,
Florence came under the rule of one powerful banking fam-
ily, the Medici (MEHD*ih*chee). The Medici family bank
had branch offices throughout Italy and in the major cities of
Europe. Cosimo de Medici was the wealthiest European of
his time. In 1434, he won control of Florence’s government.
He did not seek political office for himself, but influenced
members of the ruling council by giving them loans. For 30
years, he was dictator of Florence.
Cosimo de Medici died in 1464, but his family continued
to control Florence. His grandson, Lorenzo de Medici, came
to power in 1469. Known as Lorenzo the Magnificent, he
ruled as a dictator yet kept up the appearance of having an
elected government.
Looking to Greece and Rome Renaissance scholars looked
down on the art and literature of the Middle Ages. Instead,
they wanted to return to the learning of the Greeks and
Romans. They achieved this in several ways. First, the artists
and scholars of Italy drew inspiration from the ruins of Rome
that surrounded them. Second, Western scholars studied
ancient Latin manuscripts that had been preserved in monasteries. Third, Christian
scholars in Constantinople fled to Rome with Greek manuscripts when the Turks
conquered Constantinople in 1453. A,
Classical and Worldly Values
As scholars studied these manuscripts, they became more influenced by classical
ideas. These ideas helped them to develop a new outlook on life and art.
Classics Lead to Humanism The study of classical texts led to humanism , an
intellectual movement that focused on human potential and achievements. Instead
of trying to make classical texts agree with Christian teaching as medieval schol-
ars had, humanists studied them to understand ancient Greek values. Humanists
influenced artists and architects to carry on classical traditions. Also, humanists
popularized the study of subjects common to classical education, such as history,
literature, and philosophy. These subjects are called the humanities.
Worldly Pleasures In the Middle Ages, some people had demonstrated their piety
by wearing rough clothing and eating plain foods. However, humanists suggested
that a person might enjoy life without offending God. In Renaissance Italy, the
wealthy enjoyed material luxuries, good music, and fine foods.
Most people remained devout Catholics. However, the basic spirit of
Renaissance society was secular — worldly rather than spiritual and concerned
with the here and now. Even church leaders became more worldly. Some lived in
beautiful mansions, threw lavish banquets, and wore expensive clothes.
Patrons of the Arts Church leaders during the Renaissance beautified Rome and
other cities by spending huge amounts of money for art. They became p atrons of the
History Makers
Medici Family
A rival family grew so jealous of the
Medici that they plotted to kill
Lorenzo (above) and his brother
Giuliano. As the Medici attended
Mass, assassins murdered Giuliano at
the altar. Drawing his sword, Lorenzo
escaped to a small room and held off
his attackers until help arrived. Later,
he had the killers brutally, publicly
executed.
More positively, Lorenzo was a
generous patron of the arts who
collected many rare manuscripts.
Eventually the Medici family made
their library available to the public.
^ J
MAIN IDEA
Analyzing Causes
Ay What three
advantages fostered
the Renaissance
in Italy?
Vocabulary
The words
humanist and
humanities come
from the Latin word
humanitas, which
refers to the
literary culture that
every educated
person should
possess.
472 Chapter 17
MAIN IDEA
Comparing
How were
expectations for
Renaissance men
and Renaissance
women similar?
arts by financially supporting artists. Renaissance merchants and wealthy families
also were patrons of the arts. By having their portraits painted or by donating art to
the city to place in public squares, the wealthy demonstrated their own importance.
The Renaissance Man Renaissance writers introduced the idea that all educated
people were expected to create art. In fact, the ideal individual strove to master
almost every area of study. A man who excelled in many fields was praised as a
“universal man.” Later ages called such people “Renaissance men.”
Baldassare Castiglione (KAHS*teel*YOH*nay) wrote a book called The Courtier
(1528) that taught how to become such a person. A young man should be charm-
ing, witty, and well educated in the classics. He should dance, sing, play music, and
write poetry. In addition, he should be a skilled rider, wrestler, and swordsman.
The Renaissance Woman According to The Courtier, upper-class women also
should know the classics and be charming. Yet they were not expected to seek
fame. They were expected to inspire art but rarely to create it. Upper-class
Renaissance women were better educated than medieval women. However, most
Renaissance women had little influence in politics.
A few women, such as Isabella d’Este, did exercise power. Born into the ruling
family of the city-state of Ferrara, she married the ruler of another city-state,
Mantua. She brought many Renaissance artists to her court and built a famous art
collection. She was also skilled in politics. When her husband was taken captive in
war, she defended Mantua and won his release. §/
Analyzing Primary Sources
The Renaissance Man
In The Courtier, Baldassare Castiglione described the type
of accomplished person who later came to be called the
Renaissance man.
PRIMARY SOURCE
Let the man we are seeking be very bold, stern,
and always among the first, where the
enemy are to be seen; and in every other
place, gentle, modest, reserved, above all
things avoiding ostentation [showiness]
and that impudent [bold] self-praise by
which men ever excite hatred and disgust
in all who hear them
I would have him more than passably
accomplished in letters, at least in those
studies that are called the humanities, and
conversant not only with the Latin language but
with Greek, for the sake of the many different things that
have been admirably written therein. Let him be well
versed in the poets, and not less in the orators and
historians, and also proficient in writing verse and prose.
BALDASSARE CASTIGLIONE, The Courtier
The Renaissance Woman
Although Renaissance women were not expected to create
art, wealthy women often were patrons of artists, as this
letter by Isabella d'Este demonstrates.
PRIMARY SOURCE
To Master Leonardo da Vinci, the painter:
Hearing that you are settled at Florence, we
have begun to hope that our cherished
desire to obtain a work by your hand might
be at length realized. When you were in
this city and drew our portrait in carbon,
you promised us that you would some day
paint it in colors. But because this would
be almost impossible, since you are unable
to come here, we beg you to keep your
promise by converting our portrait into another
figure, which would be still more acceptable to us;
that is to say, a youthful Christ of about twelve years . . .
executed with all that sweetness and charm of
atmosphere which is the peculiar excellence of your art.
Mantua, May 14, 1504
ISABELLA D'ESTE, Letters
DOCUMENT-BASED QUESTIONS
1. Drawing Conclusions Do the qualities called for in the ideal Renaissance man and
woman seem to emphasize the individual or the group?
2. Making Inferences Isabella d'Este's portrait was painted by Titian, and Castiglione's by
Raphael, two famous painters. What does this tell you about the subjects' social status?
European Renaissance and Reformation 473
The Renaissance Revolutionizes Art
Supported by patrons like Isabella d’Este, dozens of artists worked in northern
Italy. As the Renaissance advanced, artistic styles changed. Medieval artists had
used religious subjects to convey a spiritual ideal. Renaissance artists often por-
trayed religious subjects, but they used a realistic style copied from classical mod-
els. Greek and Roman subjects also became popular. Renaissance painters used the
technique of perspective , which shows three dimensions on a flat surface.
Realistic Painting and Sculpture Following the new emphasis on individuals,
painters began to paint prominent citizens. These realistic portraits revealed what
was distinctive about each person. In addition, artists such as the sculptor, poet,
architect, and painter Michelangelo (Mvkuhl*AN*juh*LOH) Buonarroti used a
realistic style when depicting the human body. C,
Donatello (DAHN*uh*TEHL*oh) also made sculpture more realistic by carving
natural postures and expressions that reveal personality. He revived a classical
form in his statue of David, a boy who, according to the Bible, became a great king.
Donatello’s statue was created in the late 1460s. It was the first European sculpture
of a large, free-standing nude since ancient times. For sculptors of the period,
including Michelangelo, David (page 478) was a favorite subject.
MAIN IDEA
Synthesizing
What major
change did a belief
in individual merit
bring about in art?
Analyzing Art
Perspective
Perspective creates the appearance of three
dimensions. Classical artists had used perspective,
but medieval artists abandoned the technique. In
the 1400s, Italian artists rediscovered it.
Perspective is based on an optical illusion. As
parallel lines stretch away from a viewer, they seem
to draw together, until they meet at a spot on
the horizon called the vanishing point. The use of
perspective was a feature of most Western painting
for the next 450 years.
Marriage of the Virgin (1504), Raphael
SKILLBUILDER: Interpreting Visual Sources
Contrasting What is the major difference between the
figures in the background of the painting and the figures
in the foreground? What is the effect of this difference ?
Vanishing Point
Horizon
*
474 Chapter 17
Leonardo, Renaissance Man Leonardo da Vinci
(LAY*uh*NAHR«doh duh*VIHN*chee) was a painter,
sculptor, inventor, and scientist. A true “Renaissance
man,” he was interested in how things worked. He
studied how a muscle moves and how veins are
arranged in a leaf. He filled his notebooks with
observations and sketches. Then he incorporated his
findings in his art.
Among his many masterpieces, Leonardo painted
one of the best-known portraits in the world, the
Mona Lisa (page 478). The woman in the portrait
seems so real that many writers have tried to explain
the thoughts behind her smile. Leonardo also pro-
duced a famous religious painting, The Last Supper.
It shows the personalities of Jesus’ disciples through
facial expressions.
Raphael Advances Realism Raphael (RAHF*ee*uhl)
Sanzio was younger than Michelangelo and
Leonardo. He learned from studying their works.
One of Raphael’s favorite subjects was the Madonna
and child. Raphael often portrayed their expressions
as gentle and calm. He was famous for his use of
perspective.
In his greatest achievement, Raphael filled the
walls of Pope Julius II’s library with paintings. One
of these, School of Athens (page 479), conveys the
classical influence on the Renaissance. Raphael
painted famous Renaissance figures, such as
Michelangelo, Leonardo, and himself, as classical
philosophers and their students.
Anguissola and Gentileschi Renaissance society
generally restricted women’s roles. However, a few
Italian women became notable painters. Sofonisba
Anguissola (ahng*GWEES*soh*lah) was the first
woman artist to gain an international reputation.
She is known for her portraits of her sisters and of
prominent people such as King Philip II of Spain.
Artemisia Gentileschi (jAYN*tee*LEHS*kee) was
another accomplished artist. She trained with her painter father and helped with his
work. In her own paintings, Gentileschi painted pictures of strong, heroic women.
Renaissance Writers Change Literature
Renaissance writers produced works that reflected their time, but they also used
techniques that writers rely on today. Some followed the example of the medieval
writer Dante. He wrote in the vernacular his native language, instead of Latin.
Dante’s native language was Italian. In addition, Renaissance writers wrote either
for self-expression or to portray the individuality of their subjects. In these ways,
writers of the Renaissance began trends that modern writers still follow.
Petrarch and Boccaccio Francesco Petrarch (PEE*trahrk) was one of the earliest
and most influential humanists. Some have called him the father of Renaissance
humanism. He was also a great poet. Petrarch wrote both in Italian and in Latin. In
European Renaissance and Reformation 475
History Makers
Leonardo da Vinci
1452-1519
Leonardo da Vinci's
notebooks-and life-are
mysterious. Some 3,500
pages closely covered with
writings and drawings
survive. His writing is clear
and easy to read, but only if
you look at it in a mirror. No
one knows why he wrote
backwards.
Leonardo planned scholarly works and great
feats of engineering that were never completed.
Only 17 of his paintings survive. And yet
the work that Leonardo did produce is so
amazing that it confirms his genius.
Michelangelo Buonarroti
1475-1564
Like Leonardo, Michelangelo
was a Renaissance man.
He excelled as a painter,
sculptor, architect, and poet.
Michelangelo is most
famous for the way he
portrayed the human body
in painting and sculpture.
Influenced by classical art,
he created figures that are
forceful and show heroic grandeur.
Among his achievements are the dome of St.
Peter's, the paintings on the ceiling of the Sistine
Chapel, and the statue of David.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY Plan a Web site on
Renaissance leaders that showcases these two
artists. Go to classzone.com for your research.
Italian, he wrote sonnets — 14-line poems. They were about a mysterious woman
named Laura, who was his ideal. (Little is known of Laura except that she died of
the plague in 1348.) In classical Latin, he wrote letters to many important friends.
The Italian writer Giovanni Boccaccio (boh*KAH*chee*oh) is best known for
the Decameron, a series of realistic, sometimes off-color stories. The stories are
supposedly told by a group of worldly young people waiting in a rural villa to avoid
the plague sweeping through Florence:
PRIMARY SOURCE
In the year of Our Lord 1348 the deadly plague broke out in the great city of Florence,
most beautiful of Italian cities. Whether through the operation of the heavenly bodies or
because of our own iniquities [sins] which the just wrath of God sought to correct, the
plague had arisen in the East some years before, causing the death of countless human
beings. It spread without stop from one place to another, until, unfortunately, it swept
over the West. Neither knowledge nor human foresight availed against it, though the city
was cleansed of much filth by chosen officers in charge and sick persons were
forbidden to enter it, while advice was broadcast for the preservation of health.
GIOVANNI BOCCACCIO, Preface, Decameron
The Decameron presents both tragic and comic views of life. In its stories, the
author uses cutting humor to illustrate the human condition. Boccaccio presents his
characters in all of their individuality and all their folly.
Machiavelli Advises Rulers The Prince (1513) by Niccolo Machiavelli (MAK*ee*
uh*VEHL*ee) also examines the imperfect conduct of human beings. It does so by
taking the form of a political guidebook. In The Prince, Machiavelli examines how
a ruler can gain power and keep it in spite of his enemies. In answering this ques-
tion, he began with the idea that most people are selfish, fickle, and corrupt.
To succeed in such a wicked world, Machiavelli said, a prince must be strong as a
lion and shrewd as a fox. He might have to trick his enemies and even his own people
for the good of the state. In The Prince, Machiavelli was not concerned with
what was morally right, but with what was politically effective.
He pointed out that most people think it is praiseworthy in a prince to
keep his word and live with integrity. Nevertheless, Machiavelli argued
that in the real world of power and politics a prince must sometimes mis-
lead the people and lie to his opponents. As a historian and political
thinker, Machiavelli suggested that in order for a prince to accomplish
great things, he must be crafty enough to not only overcome the
suspicions but also gain the trust of others:
PRIMARY SOURCE fij
From this arises the question whether it is better to be loved
more than feared, or feared more than loved. The reply is,
that one ought to be both feared and loved, but as it is
difficult for the two to go together, it is much safer to be
feared than loved, if one of the two has to be wanting.
For it may be said of men in general that they
are ungrateful, voluble [changeable], dissemblers [liars],
anxious to avoid danger, and covetous of gain; as long
as you benefit them, they are entirely yours; they offer
you their blood, their goods, their life, and their
children, as I have before said, when the necessity is
remote; but when it approaches, they revolt. And the
prince who has relied solely on their words, without
making preparations, is ruined.
NICCOLO MACHIAVELLI, The Prince
MAIN IDEA
Analyzing
Primary Sources
0 / Does
Machiavelli think
that a prince should
prefer to be loved
or feared? Why?
Vittoria Colonna The women writers who gained fame
during the Renaissance usually wrote about personal sub-
jects, not politics. Yet, some of them had great influence.
Vittoria Colonna (1492-1547) was born of a noble family.
In 1509, she married the Marquis of Pescara. He spent most
of his life away from home on military campaigns.
Vittoria Colonna exchanged sonnets with Michelangelo
and helped Castiglione publish The Courtier. Her own
poems express personal emotions. When her husband was
away at the Battle of Ravenna in 1512, she wrote to him:
PRIMARY SOURCE
But now in this perilous assault,
in this horrible, pitiless battle
that has so hardened my mind and heart,
your great valor has shown you an equal
to Hector and Achilles. But what good is
this to me, sorrowful, abandoned? . . .
Your uncertain enterprises do not hurt you;
but we who wait, mournfully grieving,
are wounded by doubt and fear.
You men, driven by rage, considering nothing
but your honor, commonly go off, shouting,
with great fury, to confront danger.
We remain, with fear in our heart and
grief on our brow for you; sister longs for
brother, wife for husband, mother for son.
VITTORIA COLONNA, Poems
Toward the end of the 15th century, Renaissance ideas
began to spread north from Italy. As you will read in Section
2, northern artists and thinkers adapted Renaissance ideals
in their own ways.
Global Patterns
m -
Other Renaissances
In addition to the Italian Renaissance,
there have been rebirths and revivals
in other places around the world. For
example, the Tang (618-907) and
Song (960-1279) dynasties in China
saw periods of great artistic and
technological advances.
Like the Italian Renaissance, the
achievements of the Tang and the
Song had roots in an earlier time, the
Han Dynasty (202 b.c. to a.d. 220).
After the Han collapsed, China
experienced turmoil.
When order was restored, Chinese
culture flourished. The Chinese
invented gunpowder and printing.
Chinese poets wrote literary
masterpieces. Breakthroughs were
made in architecture, painting, and
pottery. The Song painting above,
Waiting for Cuests by Lamplight, was
done with ink and color on silk.
\ J
SECTION
o
ASSESSMENT
■
TERMS & NAMES
• Renaissance
1. For each term or name, write a sentence explaining its significance.
• humanism • secular • patron • perspective
• vernacular
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which of Italy's advantages
3. What are some of the
6. DRAWING CONCLUSIONS How did study of the classics
was most important? Why?
characteristics of the
influence branches of learning such as history, literature,
"Renaissance man" and
and philosophy?
Ra/ian Renaissance,
"Renaissance woman"?
7. MAKING INFERENCES How is the humanism of the
J. Ralus advaniaaes
4. How did Italy's cities help to
Renaissance reflected in its art? Explain with examples.
/ J
A.
make it the birthplace of the
8. COMPARING What were the differences between the
Renaissance?
Middle Ages and the Renaissance in the attitude toward
)J. Classical and
5. What was the attitude of
worldly pleasures?
worldly values
Church leaders and the
9. WRITING ACTIVITY REVOLUTION | How did the Renaissance
wealthy toward the arts?
revolutionize European art and thought? Support your
Why?
opinions in a three-paragraph essay.
I^onnec^^odI^WF^PIF*
In a book on modern art, find an artist who worked in more than one medium, such as
painting and sculpture. Write a description of one of the artist's works in each medium.
European Renaissance and Reformation fVtl
History through Art
Renaissance Ideas
Influence Renaissance Art
The Renaissance in Italy produced extraordinary achievements in
many different forms of art, including painting, architecture,
sculpture, and drawing. These art forms were used by talented
artists to express important ideas and attitudes of the age.
The value of humanism is shown in Raphael’s School of Athens,
a depiction of the greatest Greek philosophers. The realism of
Renaissance art is seen in a portrait such as the Mona Lisa, which
is an expression of the subject’s unique features and personality.
And Michelangelo’s David shares stylistic qualities with
ancient Greek and Roman sculpture.
Classical and
Renaissance Sculpture
Michelangelo Influenced by classical statues,
Michelangelo sculpted David from 1501 to
1504. Michelangelo portrayed the biblical hero
in the moments just before battle. David's
posture is graceful, yet his figure also displays
strength. The statue, which is 18 feet tall,
towers over the viewer.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on
Renaissance art, go to classzone.com
M
Portraying Individuals
Da Vinci The Mona Lisa (c. 1504-1506) is thought to be
a portrait of Lisa Gherardini, who, at 16, married Francesco
del Giocondo, a wealthy merchant of Florence who
commissioned the portrait. Mona Lisa is a shortened form
of Madonna Lisa (Madam, or My Lady, Lisa). Renaissance
artists showed individuals as they really looked.
478 Chapter 17
▲ The Importance of Ancient Greece
Raphael The painting School of Athens (1508) for the pope's
apartments in the Vatican shows that the scholars of ancient Greece
were highly honored. Under the center arch stand Plato and Aristotle.
To their right, Socrates argues with several young men. Toward the
front, Pythagoras draws a lesson on a slate and Ptolemy holds a globe.
▲ Renaissance Science and Technology
Da Vinci Leonardo da Vinci filled his notebooks
with observations and sketches of new inventions.
This drawing from his notebooks shows a design
for a spiral screw to achieve vertical flight. Leonardo's
drawing anticipated the helicopter.
Connect to Today
1. Clarifying How do the works of
Renaissance artists and architects
reflect Renaissance ideas? Explain.
See Skillbuilder Handbook, page R4.
2. Synthesizing Look through books on
architecture to find examples of
American architects who were
influenced by the architects and
buildings of the Italian Renaissance.
Share your findings with the class.
479
ter
he Northern Renaissance
MAIN IDEA
CULTURAL INTERACTION In the
1400s, the ideas of the Italian
Renaissance began to spread
to Northern Europe.
WHY IT MATTERS NOW
Renaissance ideas such as the
importance of the individual are
a strong part of modern thought.
TERMS & NAMES
• utopia
• William Shakespeare
• Johann Gutenberg
SETTING THE STAGE The work of such artists as Leonardo da Vinci,
Michelangelo, and Raphael showed the Renaissance spirit. All three artists
demonstrated an interest in classical culture, a curiosity about the world, and a
belief in human potential. Humanist writers expanded ideas about individuality.
These ideas impressed scholars, students, and merchants who visited Italy. By
the late 1400s, Renaissance ideas had spread to Northern Europe — especially
England, France, Germany, and Flanders (now part of France and the Netherlands).
TAKING NOTES
Following
Chronological Order
On a time line, note
important events of the
Northern Renaissance.
The Northern Renaissance Begins
By 1450 the population of northern Europe, which had declined due to bubonic
plague, was beginning to grow again. When the destructive Hundred Years’ War
between France and England ended in 1453, many cities grew rapidly. Urban mer-
chants became wealthy enough to sponsor artists. This happened first in Flanders,
which was rich from long-distance trade and the cloth industry. Then, as wealth
increased in other parts of Northern Europe, patronage of artists increased as well.
As Section 1 explained, Italy was divided into city-states. In contrast, England
and France were unified under strong monarchs. These rulers often sponsored
the arts by purchasing paintings and by supporting artists and writers. For exam-
ple, Francis I of France invited Leonardo da Vinci to retire in France, and hired
Italian artists and architects to rebuild and decorate his castle at Fontainebleau
(FAHN*tihn*BLOH). The castle became a showcase for Renaissance art.
As Renaissance ideas spread out of Italy, they mingled with northern tradi-
tions. As a result, the northern Renaissance developed its own character. For
example, the artists were especially interested in realism. The Renaissance ideal
of human dignity inspired some northern humanists to develop plans for social
reform based on Judeo-Christian values.
Artistic Ideas Spread
In 1494, a French king claimed the throne of Naples in southern Italy and launched
an invasion through northern Italy. As the war dragged on, many Italian artists and
writers left for a safer life in Northern Europe. They brought with them the styles
and techniques of the Italian Renaissance. In addition, Northern European artists
who studied in Italy carried Renaissance ideas back to their homelands.
480 Chapter 17
MAIN IDEA
Summarizing
4/ What techniques
does Bruegel use
to give life to his
paintings?
German Painters Perhaps the most famous person to do this was the German
artist Albrecht Diirer (DYUR*uhr). He traveled to Italy to study in 1494. After
returning to Germany, Diirer produced woodcuts and engravings. Many of his
prints portray religious subjects. Others portray classical myths or realistic land-
scapes. The popularity of Diirer’s work helped to spread Renaissance styles.
Diirer’s emphasis upon realism influenced the work of another German artist,
Hans Holbein (HOHL*byn) the Younger. Holbein specialized in painting portraits
that are almost photographic in detail. He emigrated to England where he painted
portraits of King Henry VIII and other members of the English royal family.
Flemish Painters The support of wealthy merchant families in Flanders helped to
make Flanders the artistic center of northern Europe. The first great Flemish
Renaissance painter was Jan van Eyck (yahn van YK). Van Eyck used recently
developed oil-based paints to develop techniques that painters still use. By apply-
ing layer upon layer of paint, van Eyck was able to create a variety of subtle colors
in clothing and jewels. Oil painting became popular and spread to Italy.
In addition to new techniques, van Eyck’s paintings display unusually realistic
details and reveal the personality of their subjects. His work influenced later artists
in Northern Europe.
Flemish painting reached its peak after 1550 with the work of Pieter Bruegel
(BROY *guhl) the Elder. Bruegel was also interested in realistic details and indi-
vidual people. He was very skillful in portraying large numbers of people. He cap-
tured scenes from everyday peasant life such as weddings, dances, and harvests.
Bruegel’s rich colors, vivid details, and balanced use of space give a sense of life
and feeling. A,
Analyzing Art
Peasant Life
The Flemish painter Pieter
Bruegel's paintings provide
information about peasant life
in the 1 500s. Peasant Wedding
(1568) portrays a wedding
feast.
• The Bride The bride sits
under the paper crown
hanging on the green cloth.
• The Servers Men who may
be her brothers are passing
out plates.
• The Guests Several children
have come to the party.
• The Musicians They are
carrying bagpipes. One
glances hungrily at the food.
SKILLBUILDER:
Interpreting Visual Sources
Forming Generalizations
In what ways does this
painting present a snapshot
of peasant life?
481
Northern Writers Try to Reform Society
Italian humanists were very interested in reviving classical languages and classical
texts. When the Italian humanist ideas reached the north, people used them to
examine the traditional teachings of the Church. The northern humanists were crit-
ical of the failure of the Christian Church to inspire people to live a Christian life.
This criticism produced a new movement known as Christian humanism. The focus
of Christian humanism was the reform of society. Of particular importance to
humanists was education. The humanists promoted the education of women and
founded schools attended by both boys and girls.
Christian Humanists The best known of the Christian humanists were Desiderius
Erasmus (DEHZ*ih*DEER*ee*uhs ih«RAZ*muhs) of Holland and Thomas More of
England. The two were close friends.
In 1509, Erasmus wrote his most famous work, The Praise of Folly. This book
poked fun at greedy merchants, heartsick lovers, quarrelsome scholars, and
pompous priests. Erasmus believed in a Christianity of the heart, not one of cere-
monies or rules. He thought that in order to improve society, all people should
study the Bible.
Thomas More tried to show a better model of society. In 1516, he wrote the
book Utopia. In Greek, utopia means “no place.” In English it has come to mean T Christian
an ideal place as depicted in More’s book. The book is about an imaginary land humanist
where greed, corruption, and war have been weeded out. In Utopia, because there Thomas More
was little greed, Utopians had little use for money:
PRIMARY SOURCE
Gold and silver, of which money is made, are so treated . . . that no one
values them more highly than their true nature deserves. Who does not see
that they are far inferior to iron in usefulness since without iron mortals
cannot live any more than without fire and water?
THOMAS MORE, Utopia
More wrote in Latin. As his work became popular, More’s works were
translated into a variety of languages including French, German, English,
Spanish, and Italian.
▼ Christine de
Pizan is best known
for her works
defending women.
Women's Reforms During this period the vast majority of Europeans were unable
to read or write. Those families who could afford formal schooling usually sent
only their sons. One woman spoke out against this practice. Christine de Pizan was
highly educated for the time and was one of the first women to earn a living as a
writer. Writing in French, she produced many books, including short stories,
biographies, novels, and manuals on military techniques. She frequently wrote
about the objections men had to educating women. In one book, The Book of The
City of Ladies, she wrote:
PRIMARY SOURCE &
I am amazed by the opinion of some men who claim that they do not want their
daughters, wives, or kinswomen to be educated because their mores [morals]
would be ruined as a result. . . . Here you can clearly see that not all opinions of
men are based on reason and that these men are wrong.
CHRISTINE DE PIZAN, The Book of The City of Ladies
Christine de Pizan was one of the first European writers to question
different treatment of boys and girls. However, her goal of formal education
for children of both sexes would not be achieved for several centuries.
MAIN IDEA
Analyzing
Primary Sources
5 / What does de
Pizan argue for in
this passage?
482 Chapter 17
The Elizabethan Age
The Renaissance spread to England in the mid- 1500s. The period was known as the
Elizabethan Age, after Queen Elizabeth I. Elizabeth reigned from 1558 to 1603.
She was well educated and spoke French, Italian, Latin, and Greek. She also wrote
poetry and music. As queen she did much to support the development of English
art and literature.
William Shakespeare The most famous writer of the Elizabethan Age
was William Shakespeare . Many people regard him as the greatest playwright of
all time. Shakespeare was born in 1564 in Stratford-upon-Avon, a small town about
90 miles northwest of London. By 1592 he was living in London and writing
poems and plays, and soon he would be performing at the Globe Theater.
Like many Renaissance writers, Shakespeare revered the classics and drew on
them for inspiration and plots. His works display a masterful command of the
English language and a deep understanding of human beings. He revealed the souls
of men and women through scenes of dramatic conflict. Many of these plays exam-
ine human flaws. However, Shakespeare also had one of his characters deliver a
speech that expresses the Renaissance’s high view of human nature:
PRIMARY SOURCE
MAIN IDEA
Summarizing
£/ What are two
ways in which
Shakespeare's
work showed
Renaissance
influences?
What a piece of work is a man, how noble in reason, how infinite in
faculties, in form and moving, how express and admirable; in action how like an angel,
in apprehension [understanding] how like a god: the beauty of the world, the paragon
of animals.
WILLIAM SHAKESPEARE, Hamlet (Act 2, Scene 2)
Shakespeare’s most famous plays include the tragedies Macbeth, Hamlet,
Othello, Romeo and Juliet, and King Lear, and the comedies A Midsummer Nights
Dream and The Taming of the Shrew. C,
Shakespeare's Popularity
Even though he has been dead for
about 400 years, Shakespeare is
one of the favorite writers of
filmmakers. His works are produced
both in period costumes and in
modern attire. The themes or
dialogue have been adapted for
many films, including some in
foreign languages. The posters
at the right illustrate Othello
("done in period costume); Romeo
and Juliet in a modern setting; a
Japanese film, Ran , an adaptation
of King Lear;, and 70 Things I
Hate About You , an adaptation
of The Taming of the Shrew.
European Renaissance and Reformation 483
Printing Spreads Renaissance Ideas
The Chinese invented block printing, in which a printer carved words or letters on
a wooden block, inked the block, and then used it to print on paper. Around 1045,
Bi Sheng invented movable type, or a separate piece of type for each character in
the language. The Chinese writing system contains thousands of different charac-
ters, so most Chinese printers found movable type impractical. However, the
method would prove practical for Europeans because their languages have a very
small number of letters in their alphabets.
Gutenberg Improves the Printing Process During the 13th century, block-
printed items reached Europe from China. European printers began to use block
printing to create whole pages to bind into books. However, this process was too
slow to satisfy the Renaissance demand for knowledge, information, and books.
Around 1440 Johann Gutenberg , a craftsman from Mainz, Germany, devel-
oped a printing press that incorporated a number of technologies in a new way. The
process made it possible to produce books quickly and cheaply. Using this
improved process, Gutenberg printed a complete Bible, the Gutenberg Bible, in
about 1455. It was the first full-sized book printed with movable type. D,
The printing press enabled a printer to produce hundreds of copies of a single
work. For the first time, books were cheap enough that many people could buy
them. At first printers produced mainly religious works. Soon they began to pro-
vide books on other subjects such as travel guides and medical manuals.
MAIN IDEA
Recognizing
Effects
Q, What were the
major effects of the
invention of the
printing press?
Global Impact-*
The Printing Press
Many inventions are creative
combinations of known technologies.
In 1452, Johann Gutenberg combined
known technologies from Europe and
Asia with his idea for molding movable
type to create a printing press that
changed the world.
Screw-type Press
An adaptation of
Asian olive-oil J
presses made J
a workable
printing press, i
Movable Type
Letters that could
be put together in
any fashion and
reused was a
Chinese idea.
Paper Using paper mass-
produced by Chinese
techniques, rather than vellum
(calf or lambskin), made
printing books possible.
Ink Oil-based
inks from 10th-
century Europe
worked better
on type than
tempera ink.
SKILLBUILDER: Interpreting Graphics
1 . Drawing Conclusions About how many
books could a printing press produce in
a month ?
2. Making Inferences Which areas of the
world contributed technologies to
Gutenberg's printing press?
J
A copyist took five months to
produce a single book.
One man and a printing press could
produce 500 books in the same
amount of time.
500 books
1 ’
| IV
f*
|
484 Chapter 17
The Legacy of the Renaissance
The European Renaissance was a period of great artistic and social change. It
marked a break with the medieval-period ideals focused around the Church. The
Renaissance belief in the dignity of the individual played a key role in the gradual
rise of democratic ideas. Furthermore, the impact of the movable-type printing
press was tremendous. Some historians have suggested that its effects were even
more dramatic than the arrival of personal computers in the 20th century. Below is
a summary of the changes that resulted from the Renaissance.
Changes in the Arts
• Art drew on techniques and styles of classical Greece and Rome.
• Paintings and sculptures portrayed individuals and nature in more realistic
and lifelike ways.
• Artists created works that were secular as well as those that were religious.
• Writers began to use vernacular languages to express their ideas.
• The arts praised individual achievement.
Changes in Society
• Printing changed society by making more information available and
inexpensive enough for society at large.
• A greater availability of books prompted an increased desire for learning and
a rise in literacy throughout Europe.
• Published accounts of new discoveries, maps, and charts led to further
discoveries in a variety of fields.
• Published legal proceedings made the laws clear so that people were more
likely to understand their rights.
• Christian humanists’ attempts to reform society changed views about how
life should be lived.
• People began to question political structures and religious practices.
Renaissance ideas continued to influence European thought — including
religious thought — as you will see in Section 3.
SECTION
Ip
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• utopia • William Shakespeare • Johann Gutenberg
■
USING YOUR NOTES
2. Which of the events listed
do you think was most
important? Explain.
MAIN IDEAS
3. How did Albrecht Durer's work
reflect the influence of the
Italian Renaissance?
CRITICAL THINKING & WRITING
6. COMPARING How were the works of German
painters different from those of the Flemish painters?
Give examples.
4. What was one way the
Renaissance changed society?
5. Why was the invention of the
printing press so important?
7. ANALYZING MOTIVES What reasons did humanists give
for wanting to reform society? Explain.
8. RECOGNIZING EFFECTS How did the availability of cheap
books spread learning?
9. WRITING ACTIVITY | CULTURAL INTERACTION | Reread the
primary source quotation from Christine de Pizan on
page 482. Write a one paragraph opinion piece about
the ideas expressed there.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY
Use the Internet to find information on the number of books published
in print and those published electronically last year. Create a pie graph
showing the results of your research.
INTERNET KEYWORD
book publishing statistics
European Renaissance and Reformation 485
INTEGRATED TECHNOLOGY
T Joblessness
Many newcomers to London struggled to
find jobs and shelter. Some turned to crime
to make a living. Others became beggars.
However, it was illegal for able-bodied people
to beg. To avoid a whipping or prison time,
beggars had to be sick or disabled.
ID ^
T Sanitation
A Entertainment
Performances at playhouses like the Globe often were wild affairs.
If audiences did not like the play, they booed loudly, pelted the
stage with garbage, and sometimes attacked the actors.
This small pomander (POHnnamdurh), a metal container
filled with spices, was crafted in the shape of orange
segments. Well-to-do Londoners held pomanders to their
noses to shield themselves from the stench of the rotting
garbage that littered the streets.
City Life in
Renaissance Europe
Throughout the 1500s, the vast majority of Europeans —
more than 75 percent — lived in rural areas. However, the
capital and port cities of most European countries
experienced remarkable growth during this time. The
population of London, for example, stood at about 200,000
in 1600, making it perhaps the largest city in Europe. In
London, and in other large European cities, a distinctively
urban way of life developed in the Renaissance era.
RESEARCH LINKS For more on life in
Renaissance Europe, go to classzone.com
> DATA FILE
T Food
A typical meal for wealthy Londoners might include fish, several kinds of meat,
bread, and a variety of vegetables, served on silver or pewter tableware. The diet
of the poor was simpler. They rarely ate fish, meat, or cheese. Usually, their meals
consisted of a pottage— a kind of soup— of vegetables. And the poor ate their meals
from a trencher, a hollowed-out slab of stale bread or wood.
COST OF LIVING IN
RENAISSANCE LONDON
These tables show what typical
Londoners earned and spent in
the late 1500s. The basic
denominations in English
currency at the time were the
pound (£), the shilling, and the
penny (12 pence equaled 1
shilling, and 20 shillings equaled
1 pound). The pound of the late
1500s is roughly equivalent to
$400 in today's U.S. currency.
Typical Earnings
Merchant £100 per year
Skilled
£13 per year
Worker
(about 5 shillings/week)
Unskilled
£5 per year
Worker
(about 4 pence/day)
Servant
£1 to £2 per year
(plus food and lodging)
Typical Prices
Lodging 4 to 8 pence a week
Beef 3 pence per lb
Chickens
1 penny each
Eggs
2 pence per dozen
Apples
1 penny per dozen
Onions
1/2 penny a sack
Various Spices 10 to 11 shillings per lb
▼ Transportation
Many of London's streets were so narrow that walking was the only
practical means of transportation. Often, however, the quickest way to
get from here to there in the city was to take the river. Boat traffic was
especially heavy when the playhouses were open. On those days, as
many as 4,000 people crossed the Thames from the city to Southwark,
where most of the theaters were located.
Connect to Today
, Making Inferences Study the images
and captions as well as the
information in the Data File. What
inferences about the standard of living
of London's wealthy citizens can you
make from this information? How did
it compare to the standard of living of
London's common people?
See Skillbuilder Handbook, page R9.
\
2. Comparing How does diet in the
United States today compare to the
diet of Renaissance Europeans? Cite
specific examples in your answer.
487
Luther Leads the Reformation
MAIN IDEA 1 WHY IT MATTERS NOW | TERMS & NAMES
REVOLUTION Martin Luther's Nearly one-fifth of the Christians
protest over abuses in the in today's world are Protestants.
Catholic Church led to the
founding of Protestant churches.
• indulgence
• Reformation
• Lutheran
• Protestant
• Peace of
Augsburg
• annul
• Anglican
SETTING THE STAGE By the tenth century, the Roman Catholic Church had
come to dominate religious life in Northern and Western Europe. However, the
Church had not won universal approval. Over the centuries, many people criti-
cized its practices. They felt that Church leaders were too interested in worldly
pursuits, such as gaining wealth and political power. Even though the Church
made some reforms during the Middle Ages, people continued to criticize it.
Prompted by the actions of one man, that criticism would lead to rebellion.
TAKING NOTES
Recognizing Effects
Use a chart to
identify the effects
of Martin Luther's
protests.
Causes of the Reformation
By 1500, additional forces weakened the Church. The Renaissance emphasis on
the secular and the individual challenged Church authority. The printing press
spread these secular ideas. In addition, some rulers began to challenge the
Church’s political power. In Germany, which was divided into many competing
states, it was difficult for the pope or the emperor to impose central authority.
Finally, northern merchants resented paying church taxes to Rome. Spurred by
these social, political, and economic forces, a new movement for religious
reform began in Germany. It then swept much of Europe.
Criticisms of the Catholic Church Critics of the Church claimed that its lead-
ers were corrupt. The popes who ruled during the Renaissance patronized the arts,
spent extravagantly on personal pleasure, and fought wars. Pope Alexander VI,
Causes of the Reformation
Political
Economic
Religious
• The Renaissance
values of
humanism and
secularism led
people to question
the Church.
• The printing press
helped to spread
ideas critical of
the Church.
• Powerful monarchs
challenged the Church
as the supreme power
in Europe.
• Many leaders viewed
the pope as a foreign
ruler and challenged
his authority.
• European
princes and
kings were
jealous of the
Church's wealth.
• Merchants and
others resented
having to pay
taxes to the
Church.
• Some Church
leaders had
become worldly
and corrupt.
• Many people
found Church
practices such as
the sale of
indulgences
unacceptable.
488 Chapter 17
m ain idea
Summarizing
4^ What were the
main points of
Luther's teachings?
for example, admitted that he had fathered several children.
Many popes were too busy pursuing worldly affairs to have
much time for spiritual duties.
The lower clergy had problems as well. Many priests and
monks were so poorly educated that they could scarcely
read, let alone teach people. Others broke their priestly vows
by marrying, and some drank to excess or gambled.
Early Calls for Reform Influenced by reformers, people
had come to expect higher standards of conduct from priests
and church leaders. In the late 1300s and early 1400s, John
Wycliffe of England and Jan Hus of Bohemia had advocated
Church reform. They denied that the pope had the right to
worldly power. They also taught that the Bible had more
authority than Church leaders did. In the 1500s, Christian
humanists like Desiderius Erasmus and Thomas More added
their voices to the chorus of criticism. In addition, many
Europeans were reading religious works and forming their
own opinions about the Church. The atmosphere in Europe
was ripe for reform by the early 1500s.
Luther Challenges the Church
Martin Luther’s parents wanted him to be a lawyer. Instead,
he became a monk and a teacher. From 1512 until his death,
he taught scripture at the University of Wittenberg in the
German state of Saxony. All he wanted was to be a good
Christian, not to lead a religious revolution.
The 95 Theses In 1517, Luther decided to take a public
stand against the actions of a friar named Johann Tetzel.
Tetzel was raising money to rebuild St. Peter’s Cathedral in
Rome. He did this by selling indulgences. An indulgence
was a pardon. It released a sinner from performing the
penalty that a priest imposed for sins. Indulgences were not
supposed to affect God’s right to judge. Unfortunately,
Tetzel gave people the impression that by buying indul-
gences, they could buy their way into heaven.
Luther was troubled by Tetzel’s tactics. In response, he wrote 95 Theses, or formal
statements, attacking the “pardon-merchants.” On October 31, 1517, he posted these
statements on the door of the castle church in Wittenberg and invited other scholars
to debate him. Someone copied Luther’s words and took them to a printer. Quickly,
Luther’s name became known all over Germany. His actions began the Reformation ,
a movement for religious reform. It led to the founding of Christian churches that did
not accept the pope’s authority.
Luther's Teachings Soon Luther went beyond criticizing indulgences. He wanted
full reform of the Church. His teachings rested on three main ideas:
• People could win salvation only by faith in God’s gift of forgiveness. The
Church taught that faith and “good works” were needed for salvation.
• All Church teachings should be clearly based on the words of the Bible. Both
the pope and Church traditions were false authorities.
• All people with faith were equal. Therefore, people did not need priests to
interpret the Bible for them. &
History Makers
Martin Luther
1483-1546
In one way, fear led Luther to become
a monk. At the age of 21, Luther was
caught in a terrible thunderstorm.
Convinced he would die, he cried
out, "Saint Anne, help me! I will
become a monk"
Even after entering the monastery,
Luther felt fearful, lost, sinful, and
rejected by God. He confessed his sins
regularly, fasted, and did penance.
However, by studying the Bible, Luther
came to the conclusion that faith alone
was the key to salvation. Only then
did he experience peace.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on Martin
Luther, go to classzone.com
^
European Renaissance and Reformation 489
The Response to Luther
Luther was astonished at how rapidly his ideas spread and attracted followers.
Many people had been unhappy with the Church for political and economic rea-
sons. They saw Luther’s protests as a way to challenge Church control.
The Pope's Threat Initially, Church officials in Rome viewed Luther simply as a
rebellious monk who needed to be punished by his superiors. However, as Luther’s
ideas became more popular, the pope realized that this monk was a serious threat.
In one angry reply to Church criticism, Luther actually suggested that Christians
drive the pope from the Church by force.
In 1520, Pope Leo X issued a decree threatening Luther with excommunication
unless he took back his statements. Luther did not take back a word. Instead, his
students at Wittenberg gathered around a bonfire and cheered as he threw the
pope’s decree into the flames. Leo excommunicated Luther.
The Emperor's Opposition Holy Roman Emperor Charles V, a devout Catholic,
also opposed Luther’s teaching. Charles controlled a vast empire, including the
German states. He summoned Luther to the town of Worms (vawrmz) in 1521 to
stand trial. Told to recant, or take back his statements, Luther refused:
PRIMARY SOURCE
I am bound by the Scriptures I have quoted and my conscience is captive to the Word
of God. I cannot and I will not retract anything, since it is neither safe nor right to go
against conscience. I cannot do otherwise, here I stand, may God help me. Amen.
MARTIN LUTHER, quoted in The Protestant Reformation by Lewis W. Spitz
A month after Luther made that speech, Charles issued an imperial order, the
Edict of Worms. It declared Luther an outlaw and a heretic. According to this edict,
no one in the empire was to give Luther food or shelter. All his books were to be
burned. However, Prince Frederick the Wise of Saxony disobeyed the emperor. For
almost a year after the trial, he sheltered Luther in one of his castles. While there,
Luther translated the New Testament into German.
Luther returned to Wittenberg in 1522. There he discovered that many of his
ideas were already being put into practice. Instead of continuing to seek reforms in
the Catholic Church, Luther and his followers had become a separate religious
group, called Lutherans .
The Peasants' Revolt Some people began to apply Luther’s revolutionary ideas to
society. In 1524, German peasants, excited by reformers’ talk of Christian freedom,
demanded an end to serfdom. Bands of angry peasants went about the countryside
raiding monasteries, pillaging, and burning. The revolt horrified Luther. He wrote
a pamphlet urging the German princes to show the peasants no mercy. The princes’
armies crushed the revolt, killing as many as 100,000 people. Feeling betrayed,
many peasants rejected Luther’s religious leadership. By
Germany at War In contrast to the bitter peasants, many northern German princes
supported Lutheranism. While some princes genuinely shared Luther’s beliefs, oth-
ers liked Luther’s ideas for selfish reasons. They saw his teachings as a good
excuse to seize Church property and to assert their independence from Charles V
In 1529, German princes who remained loyal to the pope agreed to join forces
against Luther’s ideas. Those princes who supported Luther signed a protest
against that agreement. These protesting princes came to be known as Protestants.
Eventually, the term Protestant was applied to Christians who belonged to non-
Catholic churches.
Vocabulary
Excommunication is
the taking away of
a person's right to
membership in the
Church.
Vocabulary
A heretic is a per-
son who holds
beliefs that differ
from official Church
teachings.
MAIN IDEA
Analyzing Causes
B* Why did
Luther's ideas
encourage the
German peasants
to revolt?
490 Chapter 17
Analyzing Key Concepts
Protestantism
Protestantism is a branch of Christianity. It developed out of the
Reformation, the 16th-century protest in Europe against beliefs and practices
of the Catholic Church. Three distinct branches of Protestantism emerged at
first. They were Lutheranism, based on the teachings of Martin Luther
in Germany; Calvinism, based on the teachings of John Calvin in Switzerland;
and Anglicanism, which was established by King Henry VIII in England.
Protestantism spread throughout Europe in the 16th century, and later, the
world. As differences in beliefs developed, new denominations formed.
The Division of Christianity
Eastern Orthodoxy
The Early Christian Church yd 2 / >""
Roman Catholicism
East-West Schism
(1054)
The Reformation
(16th Century)
_*r-
-
/
Protestantism
Lutheranism
/
Angli canism
Episcopalian
Baptist
- Methodist
Pentecostal
Calvinism
r
- Presbyterian
Reformed
Religious Beliefs and Practices in the 16 th Century
Roman
Catholicism
Lutheranism
Calvinism
Anglicanism
Leadership
Pope is head of
the Church
Ministers lead
congregations
Council of
elders govern
each church
English monarch
is head of the
Church
Salvation
Salvation by faith
and good works
Salvation by faith God has Salvation by faith
alone predetermined alone
who will be saved
Bible
Church and
Bible tradition
are sources of
revealed truth
Bible is sole Bible is sole Bible is sole
source of source of source of
revealed truth revealed truth revealed truth
Worship
Service
Worship service
based on ritual
Worship service Worship service Worship service
focused on focused on based on ritual
preaching and preaching and preaching
ritual
Interpretation
of Beliefs
Priests interpret
Bible and
Church
teachings for
believers
Believers Believers Believers
interpret the interpret the interpret the
Bible for Bible for Bible using
themselves themselves tradition and
reason
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on Protestantism, go to classzone.com
DATA FILE
PROTESTANTISM
TODAY
Membership:
• Nearly 400 million
Protestants worldwide
• About 65 million
Protestants in the
United States
Branches:
• More than 465 major
Protestant denominations
worldwide
• Major denominational
families worldwide:
Anglican, Assemblies of
God, Baptist, Methodist,
Lutheran, and Presbyterian
• More than 250
denominations
in the United States
• About 40 denominations
with more than 400,000
members each in
the United States
Religious Adherents in
the United States:
Unaffiliated
Christian
14%
Sources: Britannica Book of the Year 2003
Connect to Today
1. Comparing Which of the branches
on the chart at left are most different
and which are most similar?
^ See Skillbuilder Handbook, page R7.
2. Developing Historical Perspective
Do research on Protestantism. Select a
denomination not shown on this page
and write a paragraph tracing its roots
to Reformation Protestantism.
491
Still determined that his subjects should remain Catholic, Charles V went to war
against the Protestant princes. Even though he defeated them in 1547, he failed to
force them back into the Catholic Church. In 1555, Charles, weary of fighting,
ordered all German princes, both Protestant and Catholic, to assemble in the city
of Augsburg. There the princes agreed that each ruler would decide the religion of
his state. This famous religious settlement was known as the Peace of Augsburg .
England Becomes Protestant
The Catholic Church soon faced another great challenge to its authority, this time
in England. Unlike Luther, the man who broke England’s ties to the Roman
Catholic Church did so for political and personal, not religious, reasons.
Henry VIII Wants a Son When Henry VIII became king of England in 1509, he
was a devout Catholic. Indeed, in 1521, Henry wrote a stinging attack on Luther’s
ideas. In recognition of Henry’s support, the pope gave him the title “Defender of
the Faith.” Political needs, however, soon tested his religious loyalty. He needed a
male heir. Henry’s father had become king after a long civil war. Henry feared that
a similar war would start if he died without a son as his heir. He and his wife,
Catherine of Aragon, had one living child — a daughter, Mary — but no woman had
ever successfully claimed the English throne.
By 1527, Henry was convinced that the 42-year-old Catherine would have no
more children. He wanted to divorce her and take a younger queen. Church law did
not allow divorce. However, the pope could annul , or set aside, Henry’s marriage
if proof could be found that it had never been legal in the first place. In 1527,
Henry asked the pope to annul his marriage, but the pope turned him down. The
pope did not want to offend Catherine’s powerful nephew, the Holy Roman
Emperor Charles V
The Reformation Parliament Henry took steps to solve his marriage problem
himself. In 1529, he called Parliament into session and asked it to pass a set of laws
Henry VIII Causes Religious Turmoil
Henry's many marriages led to conflict with the Catholic
Church and the founding of the Church of England.
m SB
<!>’ . ■ :Vr>. ■
• v& • : • 'V
* 4 i « * j • r K
v.v A ;•>
1529
Henry summons the Reformation
Parliament; dismantling of pope's
power in England begins.
1509
1527
Henry VIII becomes
1516
Henry asks the pope
king; marries
Daughter Mary
to end his first marriage;
Catherine of Aragon.
is born.
the pope refuses.
1534
Act of
Supremacy
names Henry
and his
successors
supreme head
of the English
Church.
1531
Parliament recognizes Henry
as head of the Church.
1533
Parliament places clergy under Henry's
control; Henry divorces Catherine,
marries Anne Boleyn (at left);
daughter Elizabeth born.
492 Chapter 17
that ended the pope’s power in England. This Parliament is known as the
Reformation Parliament.
In 1533, Henry secretly married Anne Boleyn (BUL*ihn), who was in her twen-
ties. Shortly after, Parliament legalized Henry’s divorce from Catherine. In 1534,
Henry’s break with the pope was completed when Parliament voted to approve the
Act of Supremacy. This called on people to take an oath recognizing the divorce
and accepting Henry, not the pope, as the official head of England’s Church.
The Act of Supremacy met some opposition. Thomas More, even though he had
strongly criticized the Church, remained a devout Catholic. His faith, he said,
would not allow him to accept the terms of the act and he refused to take the oath.
In response, Henry had him arrested and imprisoned in the Tower of London. In
1535, More was found guilty of high treason and executed.
Consequences of Henry's Changes Henry did not immediately get the male heir
he sought. After Anne Boleyn gave birth to a daughter, Elizabeth, she fell out of
Henry’s favor. Eventually, she was charged with treason. Like Thomas More, she
was imprisoned in the Tower of London. She was found guilty and beheaded in
1536. Almost at once, Henry took a third wife, Jane Seymour. In 1537, she gave
him a son named Edward. Henry’s happiness was tempered by his wife’s death just
two weeks later. Henry married three more times. None of these marriages, how-
ever, produced children.
After Henry’s death in 1547, each of his three children ruled England in turn.
This created religious turmoil. Henry’s son, Edward, became king when he was just
nine years old. Too young to rule alone, Edward VI was guided by adult advisers.
These men were devout Protestants, and they introduced Protestant reforms to the
English Church. Almost constantly in ill health, Edward reigned for just six years.
Mary, the daughter of Catherine of Aragon, took the throne in 1553. She was a
Catholic who returned the English Church to the rule of the pope. Her efforts met
with considerable resistance, and she had many Protestants executed. When Mary
died in 1558, Elizabeth, Anne Boleyn ’s daughter, inherited the throne.
1547
Henry dies;
Catherine Parr, his
sixth wife, outlives
him; Edward VI
begins six-year
rule; Protestants
are strong.
1558
Elizabeth I (at
right) begins rule;
she restores the
Protestant Church.
1540-1542
Henry divorces
Anne of Cleves,
his fourth wife,
and executes
Catherine
Howard
(above), his
fifth wife.
1536
Anne Boleyn is
beheaded.
1553
Mary I (at left)
begins rule and
restores the
Catholic Church.
1537
Henry's third
wife, Jane
Seymour, has
son, Edward.
She dies from
complications.
European Renaissance and Reformation 493
History Makers
Elizabeth I
1533-1603
Elizabeth I, like her father, had a
robust nature and loved physical
activity. She had a particular passion
for dancing. Her fondness for exercise
diminished little with age, and she
showed amazing energy and strength
well into her sixties.
Elizabeth also resembled her father
in character and temperament. She
was stubborn, strong-willed, and
arrogant, and she expected to be
obeyed without question. And
Elizabeth had a fierce and
unpredictable temper. To her
subjects, Elizabeth was an object of
both fear and love. She was their
"most dread sovereign lady."
Elizabeth Restores Protestantism Elizabeth I was deter-
mined to return her kingdom to Protestantism. In 1559,
Parliament followed Elizabeth’s wishes and set up the
Church of England, or An glican Church, with Elizabeth as
its head. This was to be the only legal church in England.
Elizabeth decided to establish a state church that moder-
ate Catholics and moderate Protestants might both accept.
To please Protestants, priests in the Church of England were
allowed to marry. They could deliver sermons in English,
not Latin. To please Catholics, the Church of England kept
some of the trappings of the Catholic service such as rich
robes. In addition, church services were revised to be some-
what more acceptable to Catholics, c,
Elizabeth Faces Other Challenges By taking this moder-
ate approach, Elizabeth brought a level of religious peace to
England. Religion, however, remained a problem. Some
Protestants pushed for Elizabeth to make more far-reaching
church reforms. At the same time, some Catholics tried to
overthrow Elizabeth and replace her with her cousin, the
Catholic Mary Queen of Scots. Elizabeth also faced threats
from Philip II, the Catholic king of Spain.
Elizabeth faced other difficulties. Money was one prob-
lem. In the late 1500s, the English began to think about build-
ing an American empire as a new source of income. While
colonies strengthened England economically, they did not
enrich the queen directly. Elizabeth’s constant need for
money would carry over into the next reign and lead to bitter
conflict between the monarch and Parliament. You will read
more about Elizabeth’s reign in Chapter 21. In the meantime,
the Reformation gained ground in other European countries.
MAIM IDEA
Recognizing
Effects
How did
Henry Vlll's mar-
riages and divorces
cause religious tur-
moil in England?
SECTION
m
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• indulgence • Reformation • Lutheran • Protestant • Peace of Augsburg • annul • Anglican
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which effect do you think had
the most permanent impact?
Explain.
CONNECT TO TODAY
3. What political, economic, and
social factors helped bring
about the Reformation?
4. From where did the term
Protestantism originate?
5. What impact did Henry Vlll's
actions have on England in the
second half of the 1500s?
CREATING A GRAPHIC
6. DRAWING CONCLUSIONS Explain how Elizabeth I was
able to bring a level of religious peace to England.
7. COMPARING Do you think Luther or Henry VIII had a
better reason to break with the Church? Provide details to
support your answer.
8. ANALYZING MOTIVES How did the Catholic Church
respond to Luther's teachings? Why do you think this
was so?
9. WRITING ACTIVITY REVOLUTION 1 Imagine Martin Luther
and a leader of the Catholic Church are squaring off in a
public debate. Write a brief dialogue between the two.
Use library resources to find information on the countries in which Protestantism is a major
religion. Use your findings to create a graphic that makes a comparison among those countries.
494 Chapter 17
he Reformation Continues
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
RELIGIOUS AND ETHICAL
SYSTEMS As Protestant
reformers divided over
beliefs, the Catholic Church
made reforms.
Many Protestant churches began
during this period, and many
Catholic schools are the result
of reforms in the Church.
• predestination
• Calvinism
• theocracy
• Presbyterian
• Anabaptist
Catholic
Reformation
Jesuits
Council of
Trent
SETTING THE STAGE Under the leadership of Queen Elizabeth I, the
Anglican Church, though Protestant, remained similar to the Catholic Church in
many of its doctrines and ceremonies. Meanwhile, other forms of Protestantism
were developing elsewhere in Europe. Martin Luther had launched the
Reformation in northern Germany, but reformers were at work in other countries.
In Switzerland, another major branch of Protestantism emerged. Based mainly
on the teachings of John Calvin, a French follower of Luther, it promoted unique
ideas about the relationship between people and God.
Calvin Continues the Reformation
Religious reform in Switzerland was begun by Huldrych Zwingli (HUL*drykh
ZWIHNGdee), a Catholic priest in Zurich. He was influenced both by the
Christian humanism of Erasmus and by the reforms of Luther. In 1520, Zwingli
openly attacked abuses in the Catholic Church. He called for a return to the more
personal faith of early Christianity. He also wanted believers to have more con-
trol over the Church.
Zwingli ’s reforms were adopted in Zurich and other cities. In 1531, a bitter
war between Swiss Protestants and Catholics broke out. During the fighting,
Zwingli met his death. Meanwhile, John Calvin, then a young law student in
France with a growing interest in Church doctrine, was beginning to clarify his
religious beliefs.
Calvin Formalizes Protestant Ideas When Martin Luther posted his 95 Theses
in 1517, John Calvin had been only eight years old. But Calvin grew up to have
as much influence in the spread of Protestantism as Luther did. He would give
order to the faith Luther had begun.
In 1536, Calvin published Institutes of the Christian Religion. This book
expressed ideas about God, salvation, and human nature. It was a summary of
Protestant theology, or religious beliefs. Calvin wrote that men and women are
sinful by nature. Taking Luther’s idea that humans cannot earn salvation, Calvin
went on to say that God chooses a very few people to save. Calvin called these
few the “elect.” He believed that God has known since the beginning of time who
will be saved. This doctrine is called predestination . The religion based on
Calvin’s teachings is called Calvinism .
TAKING NOTES
Comparing Use a chart
to compare the ideas of
the reformers who came
after Luther.
Reformers
)deos
Z.wingli
Colvin
Anoboptists
Catholic
Reformers
European Renaissance and Reformation 495
Calvin Leads the Reformation in Switzerland Calvin
believed that the ideal government was a theocracy , a gov-
ernment controlled by religious leaders. In 1541, Protestants
in Geneva, Switzerland, asked Calvin to lead their city
When Calvin arrived there in the 1540s, Geneva was a
self-governing city of about 20,000 people. He and his fol-
lowers ran the city according to strict rules. Everyone
attended religion class. No one wore bright clothing or
played card games. Authorities would imprison, excommu-
nicate, or banish those who broke such rules. Anyone who
preached different doctrines might be burned at the stake.
Yet, to many Protestants, Calvin’s Geneva was a model city
of highly moral citizens.
Calvinism Spreads One admiring visitor to Geneva was a
Scottish preacher named John Knox. When he returned to
Scotland in 1559, Knox put Calvin’s ideas to work. Each
community church was governed by a group of laymen
called elders or presbyters (PREHZ»buh*tuhrs). Followers
of Knox became known as Presbyterians . In the 1560s,
Protestant nobles led by Knox made Calvinism Scotland’s
official religion. They also deposed their Catholic ruler,
Mary Queen of Scots, in favor of her infant son, James.
Elsewhere, Swiss, Dutch, and French reformers adopted
the Calvinist form of church organization. One reason Calvin
is considered so influential is that many Protestant churches
today trace their roots to Calvin. Over the years, however,
many of them have softened Calvin’s strict teachings.
In France, Calvin’s followers were called Huguenots.
Hatred between Catholics and Huguenots frequently led to
violence. The most violent clash occurred in Paris on
August 24, 1572 — the Catholic feast of St. Bartholomew’s Day. At dawn, Catholic
mobs began hunting for Protestants and murdering them. The massacres spread to
other cities and lasted six months. Scholars believe that as many as 12,000
Huguenots were killed.
History Makers
John Calvin
1509-1564
A quiet boy, Calvin grew up to study
law and philosophy at the University
of Paris. In the 1530s, he was
influenced by French followers of
Luther. When King Francis I ordered
Protestants arrested, Calvin fled.
Eventually, he moved to Geneva.
Because Calvin and his followers
rigidly regulated morality in Geneva,
Calvinism is often described as strict
and grim. But Calvin taught that
people should enjoy God's gifts. He
wrote that it should not be
"forbidden to laugh, or to enjoy food,
or to add new possessions to old."
^ J
Other Protestant Reformers
Protestants taught that the Bible is the source of all religious truth and that
people should read it to discover those truths. As Christians interpreted the Bible
for themselves, new Protestant groups formed over differences in belief, kj
The Anabaptists One such group baptized only those persons who were old
enough to decide to be Christian. They said that persons who had been baptized as
children should be rebaptized as adults. These believers were called Anabaptists ,
from a Greek word meaning “baptize again.” The Anabaptists also taught that
church and state should be separate, and they refused to fight in wars. They shared
their possessions.
Viewing Anabaptists as radicals who threatened society, both Catholics and
Protestants persecuted them. But the Anabaptists survived and became the fore-
runners of the Mennonites and the Amish. Their teaching influenced the later
Quakers and Baptists, groups who split from the Anglican Church.
Women's Role in the Reformation Many women played prominent roles in the
Reformation, especially during the early years. For example, the sister of King
MAIN IDEA
Analyzing Causes
A/ How did
Protestant teaching
lead to the forming
of new groups?
496 Chapter 17
SWEDEN
OTLAND
Edinburgh
Baltic
Sea
A TL ANTIC
OCEAN
Munster
Wittenburg
400 Kilometers
Augsburg
SWISS
>N FEDERATION
Vienna*
Geneva*
PORTUGAL
Venice
Avignon
Barcelona
PAPA
STATE!
Seville
NAPLES
Mediterranean Sea
SWEDEf
:nglai
BRANDENBURG
POLAND-
LITHUANIA
Wittenberg
HOLY ROMAN AUSTRIA
EMPIRE
SWISS
CONFEDERATION
Geneva
PAPAL \
STATES V
OTTOMAN
EMPIRE
CORSICA
KINGDOM
OF
NAPLES
SARDINIA
KINGDOM
OF
SICILY
800 Kilometers
Religions in Europe, 1 560
INTERACTIVE
Spread of Protestantism
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Region Which European countries became mostly Protestant
and which remained mostly Roman Catholic?
2. Location Judging from the way the religions were
distributed [ where would you expect religious conflicts to
take place? Explain.
Dominant Religion
Roman Catholic □ Eastern Orthodox
[ | Lutheran B1 Islam
I I Anglican [ ] Mixture of Calvinist,
PI Calvinist Lutheran, and Roman
Catholic
Minority Religion
Roman Catholic R&3 Islam
iMl Lutheran Anabaptist
^ Calvinist
Spread of Religion
<J=i Lutheran
<J=i Anglican
Calvinist
Francis I, Marguerite of Navarre, protected John Calvin from
being executed for his beliefs while he lived in France. Other
noblewomen also protected reformers. The wives of some
reformers, too, had influence. Katherina Zell, married to
Matthew Zell of Strasbourg, once scolded a minister for speak-
ing harshly of another reformer. The minister responded by say-
ing that she had “disturbed the peace.” She answered his
criticism sharply:
PRIMARY SOURCE
Do you call this disturbing the peace that instead of spending my
time in frivolous amusements I have visited the plague-infested
and carried out the dead? I have visited those in prison and under
sentence of death. Often for three days and three nights I have
neither eaten nor slept. I have never mounted the pulpit, but I
have done more than any minister in visiting those in misery.
KATHERINA ZELL, quoted in Women of the Reformation
a Although Catholic,
Marguerite of
Navarre supported
the call for reform
in the Church.
Katherina von Bora played a more typical, behind-the-scenes role as Luther’s wife.
Katherina was sent to a convent at about age ten, and had become a nun. Inspired by
Luther’s teaching, she fled the convent. After marrying Luther, Katherina had six chil-
dren. She also managed the family finances, fed all who visited their house, and sup-
ported her husband’s work. She respected Luther’s position but argued with him about
woman’s equal role in marriage.
As Protestant religions became more firmly established, their organization
became more formal. Male religious leaders narrowly limited women’s activities to
the home and discouraged them from being leaders in the church. In fact, it was
Luther who said, “God’s highest gift on earth is a pious, cheerful, God-fearing,
home-keeping wife.” 8 )
MAIN IDEA
Making
Inferences
ft/ Why was it
easier for women
to take part in the
earlier stages of the
Reformation than in
the later stages?
The Catholic Reformation
While Protestant churches won many followers, millions remained true to
Catholicism. Helping Catholics to remain loyal was a movement within the
Catholic Church to reform itself. This movement is now known as the Catholic
Reformation . Historians once referred to it as the Counter Reformation. Important
leaders in this movement were reformers, such as Ignatius (ihg*NAY*shuhs) of
Loyola, who founded new religious orders, and two popes — Paul III and Paul IV —
who took actions to reform and renew the Church from within.
Ignatius of Loyola Ignatius grew up in his father’s castle in Loyola, Spain. The
great turning point in his life came in 1521 when he was injured in a war. While
recovering, he thought about his past sins and about the life of Jesus. His daily
devotions, he believed, cleansed his soul. In 1522, Ignatius began writing a book
called Spiritual Exercises that laid out a day-by-day plan of meditation, prayer, and
study. In it, he compared spiritual and physical exercise:
PRIMARY SOURCE
Just as walking, traveling, and running are bodily exercises, preparing the soul to
remove ill-ordered affections, and after their removal seeking and finding the will of
God with respect to the ordering of one's own life and the salvation of one's soul, are
Spiritual Exercises.
IGNATIUS OF LOYOLA, Spiritual Exercises
498 Chapter 17
Vocabulary
The Inquisition was
a papal judicial
process established
to try and punish
those thought to be
heretics.
For the next 18 years, Ignatius gathered followers. In 1540, the pope created a
religious order for his followers called the Society of Jesus. Members were called
Jesuits (JEHZH •oo*ihts). The Jesuits focused on three activities. First, they
founded schools throughout Europe. Jesuit teachers were well-trained in both clas-
sical studies and theology. The Jesuits’ second mission was to convert non-
Christians to Catholicism. So they sent out missionaries around the world. Their
third goal was to stop the spread of Protestantism. The zeal of the Jesuits overcame
the drift toward Protestantism in Poland and southern Germany.
Reforming Popes Two popes took the lead in reforming the Catholic Church.
Paul III, pope from 1534 to 1549, took four important steps. First, he directed a
council of cardinals to investigate indulgence selling and other abuses in the
Church. Second, he approved the Jesuit order. Third, he used the Inquisition to seek
out heresy in papal territory. Fourth, and most important, he called a council of
Church leaders to meet in Trent, in northern Italy.
From 1545 to 1563, at the Council of Trent Catholic bishops and cardinals
agreed on several doctrines:
• The Church’s interpretation of the Bible was final. Any Christian who
substituted his or her own interpretation was a heretic.
• Christians needed faith and good works for salvation. They were not saved by
faith alone, as Luther argued.
• The Bible and Church tradition were equally powerful authorities for guiding
Christian life.
• Indulgences were valid expressions of faith. But the false selling of
indulgences was banned.
The next pope, Paul IV, vigorously carried out the council’s decrees. In 1559,
he had officials draw up a list of books considered dangerous to the Catholic faith.
This list was known as the Index of Forbidden Books. Catholic bishops through-
out Europe were ordered to gather up the offensive books (including Protestant
Bibles) and burn them in bonfires. In Venice alone, followers burned 10,000 books
in one day.
a Church leaders
consult on reforms
at the Council of
Trent in this 16th-
century painting.
European Renaissance and Reformation 499
Global Impact-* *
Jesuit Missionaries
The work of Jesuit missionaries
has had a lasting impact around the
globe. By the time Ignatius died in
1556, about a thousand Jesuits had
brought his ministry to Europe, Africa,
Asia, and the Americas. Two of the
most famous Jesuit missionaries of
the 1500s were Francis Xavier, who
worked in India and Japan, and
Matteo Ricci, who worked in China.
One reason the Jesuits had such an
impact is that they founded schools
throughout the world. For example,
the Jesuits today run about 45 high
schools and 28 colleges and
universities in the United States. Four
of these are Georgetown University
(shown above), Boston College,
Marquette University, and Loyola
University of Chicago.
< >
The Legacy of the Reformation
The Reformation had an enduring impact. Through its
religious, social, and political effects, the Reformation set
the stage for the modern world. It also ended the Christian
unity of Europe and left it culturally divided.
Religious and Social Effects of the Reformation Despite
religious wars and persecutions, Protestant churches flour-
ished and new denominations developed. The Roman
Catholic Church itself became more unified as a result of the
reforms started at the Council of Trent. Both Catholics and
Protestants gave more emphasis to the role of education in
promoting their beliefs. This led to the founding of parish
schools and new colleges and universities throughout Europe.
Some women reformers had hoped to see the status of
women in the church and society improve as a result of the
Reformation. But it remained much the same both under
Protestantism and Roman Catholicism. Women were still
mainly limited to the concerns of home and family.
Political Effects of the Reformation As the Catholic
Church’s moral and political authority declined, individual
monarchs and states gained power. This led to the develop-
ment of modern nation-states. In the 1600s, rulers of nation-
states would seek more power for themselves and their
countries through warfare, exploration, and expansion.
The Reformation’s questioning of beliefs and authority also
laid the groundwork for the Enlightenment. As you will read
in Chapter 22, this intellectual movement would sweep Europe
in the late 18th century. It led some to reject all religions and
others to call for the overthrow of existing governments.
SECTION •0<
ASSESSMENT
i
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• predestination • Calvinism • theocracy • Presbyterian • Anabaptist • Catholic Reformation • Jesuits • Council of Trent
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2 . Which Catholic reform do you
think had the most impact?
Reformers
ideas
2.winqli
Calvin
Anabaptists
Catholic
Reformers
3. What was Calvin's idea of the
"elect" and their place in
society?
4. What role did noblewomen
play in the Reformation?
5. What were the goals of the
Jesuits?
6. DRAWING CONCLUSIONS How did the Reformation set
the stage for the modern world? Give examples.
7. MAKING INFERENCES Why do you think the Church
wanted to forbid people to read certain books?
8. COMPARING How did steps taken by Paul III and Paul IV
to reform the Catholic Church differ from Protestant
reforms? Support your answer with details from the text.
9. WRITING ACTIVITY | RELIGIOUS AND ETHICAL SYSTEMS | Write a
two-paragraph essay on whether church leaders should
be political rulers.
CONNECT TO TODAY
PRESENTING AN ORAL REPORT
Research the religious origins of a university in the United States. Then present your findings
to the class in an oral report.
500 Chapter 17
Different Perspectives: Using Primary and Secondary Sources
■ INTERACTIVE
The Reformation
Martin Luther’s criticisms of the Catholic Church grew sharper over time.
Some Catholics, in turn, responded with personal attacks on Luther. In recent times,
historians have focused less on the theological and personal issues connected with
the Reformation. Instead, many modern scholars analyze the political, social, and
economic conditions that contributed to the Reformation.
Ay PRIMARY SOURCE
Martin Luther
In 1520, Martin Luther attacked the
whole system of Church government
and sent the pope the following
criticism of the Church leaders who
served under him in Rome.
The Roman Church has become the
most licentious [sinful] den of thieves.
. . . They err who ascribe to thee the
right of interpreting Scripture, for under
cover of thy name they seek to set up
their own wickedness in the Church,
and, alas, through them Satan has
already made much headway under
thy predecessors. In short, believe
none who exalt thee, believe those
who humble thee.
B/ SECONDARY SOURCE
Steven Ozment
In 1992, historian Steven Ozment
published Protestants: The Birth of a
Revolution. Here, he comments on
some of the political aspects of
the Reformation.
Beginning as a protest against arbitrary,
self-aggrandizing, hierarchical authority
in the person of the pope,
the Reformation came to be closely
identified in the minds of
contemporaries with what we today
might call states' rights or local control.
To many townspeople and villagers,
Luther seemed a godsend for their
struggle to remain politically free and
independent; they embraced his
Reformation as a conserving political
force, even though they knew it
threatened to undo traditional
religious beliefs and practices.
Cj SECONDARY SOURCE
G. R. Elton
In Reformation Europe, published in
1963, historian G. R. Elton notes the
role of geography and trade in the
spread of Reformation ideas.
Could the Reformation have spread so
far and so fast if it had started
anywhere but in Germany? The fact
that it had its beginnings in the middle
of Europe made possible a very rapid
radiation in all directions. . . .
Germany's position at the center of
European trade also helped greatly.
German merchants carried not only
goods but Lutheran ideas and books
to Venice and France; the north
German Hanse [a trade league]
transported the Reformation to
the Scandinavian countries.
©icbm'Ropffc S&artfmZutbere
Vvm ^Aaaxntnz be* SUwrs / j&urrt)
Hans Brosamer
“Seven-Headed Martin
Luther” (1529) The invention
of the printing press enabled both
Protestants and Catholics
to engage in a war of words and
images. This anti-Luther
illustration by German painter
Hans Brosamer depicted Martin
Luther as a seven-headed
monster — doctor, monk, infidel,
preacher, fanatic swarmed by
bees, self-appointed pope, and
thief Barabbas from the Bible.
Document-Based
QUESTIONS
1. In what way does Luther's letter
(Source A) support the point of
view of the historian in Source B?
2. Based on Source C, why was
Germany's location important to
the spread of Reformation ideas?
3. Why might Hans Brosamer's
woodcut (Source D) be an
effective propaganda weapon
against Martin Luther?
501
Chapter 17 Assessment
VISUAL SUMMARY
European Renaissance
and Reformation
The Renaissance and the Reformation
bring dramatic changes to social and
cultural life in Europe.
TERMS & NAMES
For each term or name below, briefly explain its connection to European
history from 1 300 to 1 600.
1. Renaissance 5. Protestant
2 . vernacular 6 . Peace of Augsburg
3. utopia 7. Catholic Reformation
4. Reformation 8. Council of Trent
1 . Italy: Birthplace of the Renaissance
A period of intellectual and
artistic creativity begins in
Italy around the 1300s.
Artists and writers revive
techniques, styles, and sub-
jects from classical Greece
and Rome and celebrate
human achievements.
2. The Northern Renaissance
• Renaissance ideas spread
to Northern Europe, where
German and Flemish
artists create distinctive
works of art.
• Thousands of books and
pamphlets created on print-
ing presses spread political,
social, and artistic ideas.
3. Luther Leads the Reformation
Martin Luther starts a
movement for religious
reform and challenges
the authority of the
Catholic Church.
King Henry VIII breaks
ties with the Catholic
Church and starts the
Church of England.
4. The Reformation Continues
• Protestant groups divide
into several denominations,
including the Calvinists and
the Anabaptists.
• The Catholic Church intro-
duces its own reforms.
MAIN IDEAS
Italy: Birthplace of the Renaissance Section 1 (pages 471-479)
9. How did the merchant class in northern Italy influence the Renaissance?
10. In what ways did literature and the arts change during the Renaissance?
The Northern Renaissance Section 2 (pages 480-487)
11 . What did northern European rulers do to encourage the spread of
Renaissance ideas?
12. How were the Christian humanists different from the humanists of
the Italian Renaissance?
Luther Leads the Reformation Section 3 (pages 488-494)
13. On what three teachings did Martin Luther rest his Reformation
movement?
14. Why did the Holy Roman emperor go to war against Protestant
German princes?
15. Why did Henry VIII create his own church? Refer to the time line on
pages 492-493.
The Reformation Continues Section 4 (pages 495-501)
16. In what ways was John Calvin's church different from the
Lutheran Church?
17. What was the goal of the Catholic Reformation?
18. What are three legacies of the Reformation?
CRITICAL THINKING
1. USING YOUR NOTES
In a diagram, show how the
Reformation led to great changes
in European ideas and institutions.
2. ANALYZING ISSUES
1 REVOLUTION | What role did the
printing press play in the spread
of the Reformation and the spread of democracy?
3. RECOGNIZING EFFECTS
I CULTURAL INTERACTION] How did the Renaissance and Reformation
expand cultural interaction both within Europe and outside of it?
4. DEVELOPING HISTORICAL PERSPECTIVE
What conditions needed to exist before the Renaissance could occur?
5. SYNTHESIZING
How did views of the role of women change in the Renaissance period?
502 Chapter 17
> STANDARDS-BASED ASSESSMENT
Use the quotation and your knowledge of world history
to answer questions 1 and 2.
Additional Test Practice, pp. S1-S33
PRIMARY SOURCE
A prince must also show himself a lover of merit
[excellence], give preferment [promotion] to the able, and
honour those who excel in every art. Moreover he must
encourage his citizens to follow their callings [professions]
quietly, whether in commerce, or agriculture, or any other
trade that men follow. . . . [The prince] should offer
rewards to whoever does these things, and to whoever
seeks in any way to improve his city or state.
NICCOLO MACHIAVELLI, The Prince
1. Which phrase best describes the advice given by Machiavelli?
A. Rule with an iron hand in a velvet glove.
B. Do not give your subjects any freedoms.
C. Reward hard work and patriotism.
D. To retain your rule, you must interfere in the lives of your
subjects.
2 . In his book The Prince, the writer of this advice also suggested
A. the pope should listen to the calls for reform of the Church.
B. a prince might have to trick his people for the good of
the state.
C. merchants should try to take control of the cities away from
the prince.
D. the prince should reform society by establishing a utopia.
Use this drawing of a machine from the notebooks of
Leonardo da Vinci and your knowledge of world history
to answer question 3.
3. The principles upon which this machine is based evolved into
what modern machine?
A. food blender
B. a fan
C. a well-digging machine
D. helicopter
INTECRATED TECHNOLOGY
TEST PRACTICE Go to classzone.com
• Diagnostic tests • Strategies
• Tutorials • Additional practice
ALTERNATIVE ASSESSMENT
1. Interact with History
On page 470, you looked at a painting and discussed what you
learned about Renaissance society from that painting. Now
choose one other piece of art from the chapter. Explain what
you can learn about Renaissance or Reformation society from
that piece of art.
2. H\ WRITING ABOUT HISTORY
| RELIGIOUS AND ETHICAL SYSTEMS | Study the information about
Protestantism in the Analyzing Key Concepts on page 491. Write
a three-paragraph essay analyzing the effects Protestantism had
on the Christian Church.
• Examine its impact on the number of denominations.
• Explain the different beliefs and practices it promoted.
INTEGRATED TECHNOLOGY
Writing an Internet-based Research Paper
Go to the Web Research Guide at classzone.com to learn
about conducting research on the Internet. Then, working with
a partner, use the Internet to research major religious reforms
of the 20th century. You might search for information on
changes in the Catholic Church as a result of Vatican II, or
major shifts in the practices or doctrines of a branch of
Hinduism, Islam, Judaism, or Protestantism. Compare the
20th-century reforms with those of the Protestant
Reformation. Present the results of your research in a well-
organized paper. Be sure to
• apply a search strategy when using directories and search
engines to locate Web resources.
• judge the usefulness and reliability of each Web site.
• correctly cite your Web sources.
• peer-edit for organization and correct use of language.
European Renaissance and Reformation 503
CHAPTER
The Muslim World
Expands, 1300-1700
Previewing Main Ideas
j EMPIRE BUILDINGl Three of the great empires of history-the Ottomans in
Turkey, the Safavids in Persia, and the Mughals in India-emerged in the
Muslim world between the 14th and the 18th centuries.
Geography Locate the empires on the map. Which of the empires was the
largest? Where was it located?
| CULTURAL INTERACnONl As powerful societies moved to expand their
empires, Turkish, Persian, Mongol, and Arab ways of life blended. The result
was a flowering of Islamic culture that peaked in the 16th century.
Geography The Ottoman Empire included cultures from which continents?
| POWER AND AUTHORUYl The rulers of all three great Muslim empires of
this era based their authority on Islam. They based their power on strong
armies, advanced technology, and loyal administrative officers.
Geography Study the time line and the map. When was the Mughal
Empire founded? Where was Babur's empire located?
INTEGRATED TECHNOLOGY
eEdition c \ INTERNET RESOURCES
• Interactive Maps Go to classzone.com for:
• Interactive Visuals • Research Links • Maps
• Interactive Primary Sources • Internet Activities • Test Practice
• Primary Sources • Current Events
• Chapter Quiz
1455
< Gutenberg
prints the Bible*
Aztecs build Tenochtitlaa
(ornament of an Aztec
snake god) ►
504
1453
Ottomans capture
Constantinople.
Ottoman
state. ►
1398
Timur the Lame
destroys Delhi.
Black Sea
%> 4 ^Baghdad
rra »e an
Eslahan
Damascus
Jerusalem
I Hormuz)
'Benares
\Z3 Mughal Empire
EZ] Ottoman Empire
I I Salaviri Empire
Mecca
Arabian
Sea
Bay of
Bengal
Kilometers
0" &hwtor
1632
^Shah Jahan orders
construction of
Taj Mahal at Agra.
1501
1587
Safavtds
1526
Shah Abbas t
conquer
Babur founds
rules Safavid
Persia.
Mughal Empire.
Empire.
1522
1603
1607
Magellan's crew sails
around the world.
Tokugawa regime
begins in Japan.
British settle in North
America at Jamestown.
505
0 The shah entertains
the emperor of a
neighboring land.
Both lands have
great diversity of
people and
cultures.
Distinctive headgear
marks the status of
military leaders and
scholars gathered
from all parts of the
empire.
Clothing, music,
dancing, and food
reflect the customs
of several groups
within the empire.
People in the court,
from the servants to
the members of the
court, mirror the
empire's diversity.
EXAMINING the ISSUES
• What problems might conquered people present for their
conqueror?
• In what ways might a conqueror integrate conquered
people into the society?
As a class, discuss the ways other empires — such as those of Rome,
Assyria, and Persia — treated their conquered peoples. As you read
about the three empires featured in this chapter, notice how the
rulers dealt with empires made up of different cultures.
How do you govern
a diverse empire ?
Your father is a Safavid shah, the ruler of a growing empire. With a well-trained
army and modern weapons, he has easily conquered most of the surrounding area.
Because you are likely to become the next ruler, you are learning all you can
about how to rule. You wonder what is best for the empire. Should conquered
people be given the freedom to practice a religion that is different from your own
and to follow their own traditions? Or would it be better to try and force them to
accept your beliefs and way of life — or even to enslave them?
The Ottomans Build a Vast Empire
MAIN IDEA 1 WHY IT MATTERS NOW | TERMS & NAMES
EMPIRE BUILDING The
Ottomans established a Muslim
empire that combined many
cultures and lasted for more
than 600 years.
Many modern societies, from
Algeria to Turkey, had their
origins under Ottoman rule.
• ghazi
• Ottoman
• sultan
• Timur the
Lame
• Mehmed II
• Suleyman the
Lawgiver
• devshirme
• janissary
SETTING THE STAGE By 1300, the Byzantine Empire was declining, and the
Mongols had destroyed the Turkish Seljuk kingdom of Rum. Anatolia was inhab-
ited mostly by the descendants of nomadic Turks. These militaristic people had
a long history of invading other countries. Loyal to their own groups, they were
not united by a strong central power. A small Turkish state occupied land between
the Byzantine Empire and that of the Muslims. From this place, a strong leader
would emerge to unite the Turks into what eventually would become an immense
empire stretching across three continents.
Turks Move into Byzantium
Many Anatolian Turks saw themselves as ghazis (GAEBzees), or warriors for
Islam. They formed military societies under the leadership of an emir, a chief
commander, and followed a strict Islamic code of conduct. They raided the terri-
tories of people who lived on the frontiers of the Byzantine Empire.
Osman Establishes a State The most successful ghazi was Osman. People in
the West called him Othman and named his followers Ottomans . Osman built a
small Muslim state in Anatolia between 1300 and 1326. His successors expanded
it by buying land, forming alliances with some emirs, and conquering others.
The Ottomans’ military success was largely based on the use of gunpowder.
They replaced their archers on horseback with musket-carrying foot soldiers.
They also were among the first people to use cannons as weapons of attack. Even
heavily walled cities fell to an all-out attack by the Turks.
The second Ottoman leader, Orkhan I, was Osman’s son. He felt strong enough
to declare himself sultan , meaning “overlord” or “one with power.” And in 1361,
the Ottomans captured Adrianople (aydree*uh*NOH*puhl), the second most
important city in the Byzantine Empire. A new Turkish empire was on the rise.
The Ottomans acted wisely toward the people they conquered. They ruled
through local officials appointed by the sultan and often improved the lives of the
peasants. Most Muslims had to serve in Turkish armies and make contributions
required by their faith. Non-Muslims did not have to serve in the army but had
to pay for their exemption with a small tax.
TAKING NOTES
Comparing List the
main rulers of the
Ottoman Empire and
their successes.
Rulers
Successes
The Muslim World Expands 507
Timur the Lame Halts Expansion The rise of the Ottoman Empire was briefly
interrupted in the early 1400s by a rebellious warrior and conqueror from Samar-
kand in Central Asia. Permanently injured by an arrow in the leg, he was called
Timur-i-Lang, or Timur the Lame . Europeans called him Tamerlane. Timur
burned the powerful city of Baghdad in present-day Iraq to the ground. He crushed
the Ottoman forces at the Battle of Ankara in 1402. This defeat halted the expan-
sion of their empire.
Powerful Sultans Spur Dramatic Expansion
Soon Timur turned his attention to China. When he did, war broke out among the
four sons of the Ottoman sultan. Mehmed I defeated his brothers and took the
throne. His son, Murad II, defeated the Venetians, invaded Hungary, and overcame
an army of Italian crusaders in the Balkans. He was the first of four powerful sul-
tans who led the expansion of the Ottoman Empire through 1566.
Mehmed II Conquers Constantinople Murad’s son Mehmed IL or Mehmed the
Conqueror, achieved the most dramatic feat in Ottoman history. By the time
Mehmed took power in 1451, the ancient city of Constantinople had shrunk from
a population of a million to a mere 50,000. Although it controlled no territory out-
side its walls, it still dominated the Bosporus Strait. Controlling this waterway
meant that it could choke off traffic between the Ottomans’ territories in Asia and
in the Balkans.
Mehmed II decided to face this situation head-on. “Give me Constantinople!” he
thundered, shortly after taking power at age 21. Then, in 1453, he launched his attack.
■ Ottoman Empire, 1451
H Acquisitions to 1481
i Acquisitions to 1521
□ Acquisitions to 1566
* AUSTRIA
Danu be /}> flj
^Belgrade
ITALY
BALKANS
Adrianople*
Bosporusjj^M
Constantinople
(Istanbul)
Palermo
ALGERIA
TUNISI
SYRIA
Cyprus
Baghdad
PALESTII
Jerusalei
Damascus
MESOPOTAMIA
TRIPOLI
Ottoman Empire, 1451-1566
INTERACTIVE
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Location To which waterways did the Ottoman Empire have access?
2. Movement In which time period did the Ottoman Empire gain the most land?
508 Chapter 18
Analyzing Primary Sources
DOCUMENT-BASED QUESTIONS
1. Comparing and Contrasting In what details do the
two sources agree ? disagree ?
2. Making Inferences Why do you think the sultan
wept over the destruction?
After this the Sultan entered the City and looked about
to see its great size, its situation, its grandeur and
beauty, its teeming population, its loveliness, and the
costliness of its churches and public buildings and of
the private houses and community houses and those of
the officials. . . .
When he saw what a large number had been killed
and the ruin of the buildings, and the wholesale ruin
and destruction of the City, he was filled with
compassion and repented not a little at the destruction
and plundering. Tears fell from his eyes as he groaned
deeply and passionately: "What a city we have given
over to plunder and destruction."
KRITOVOULOS, History of M eh med the Conqueror
The Conquest of Constantinople
Kritovoulos, a Greek who served in the Ottoman
administration, recorded the following about the Ottoman
takeover of Constantinople. The second source, the French
miniature at the right, shows a view of the siege of
Constantinople.
MAIN IDEA
™ ■■
Analyzing Motives
Why was taking
Constantinople so
important to
Mehmed II?
Mehmed’s Turkish forces began firing on the city walls with mighty cannons.
One of these was a 26-foot gun that fired 1,200-pound boulders. A chain across the
Golden Horn between the Bosporus Strait and the Sea of Marmara kept the Turkish
fleet out of the city’s harbor. Finally, one night Mehmed’s army tried a daring tac-
tic. They dragged 70 ships over a hill on greased runners from the Bosporus to the
harbor. Now Mehmed’s army was attacking Constantinople from two sides. The
city held out for over seven weeks, but the Turks finally found a break in the wall
and entered the city.
Mehmed the Conqueror, as he was now called, proved to be an able ruler as well
as a magnificent warrior. He opened Constantinople to new citizens of many reli-
gions and backgrounds. Jews, Christians, and Muslims, Turks and non-Turks all
flowed in. They helped rebuild the city, which was now called Istanbul. a,
Ottomans Take Islam's Holy Cities Mehmed’s grandson, Selim the Grim, came
to power in 1512. He was an effective sultan and a great general. In 1514, he
defeated the Safavids (suh*FAH*vihdz) of Persia at the Battle of Chaldiran. Then
he swept south through Syria and Palestine and into North Africa. At the same time
that Cortez was toppling the Aztec Empire in the Americas, Selim’s empire took
responsibility for Mecca and Medina. Finally he took Cairo, the intellectual center
of the Muslim world. The once-great civilization of Egypt had become just another
province in the growing Ottoman Empire.
The Muslim World Expands 509
Suleyman the Lawgiver
The Ottoman Empire didn’t reach its peak size and
grandeur until the reign of Selim’s son, Suleyman I
(SOO*lay*mahn). Suleyman came to the throne in 1520 and
ruled for 46 years. His own people called him Suleyman
the Lawgiver . He was known in the West, though, as
Suleyman the Magnificent. This title was a tribute to the
splendor of his court and to his cultural achievements.
The Empire Reaches Its Limits Suleyman was a superb
military leader. He conquered the important European city
of Belgrade in 1521. The next year, Turkish forces captured
the island of Rhodes in the Mediterranean and now domi-
nated the whole eastern Mediterranean.
Applying their immense naval power, the Ottomans cap-
tured Tripoli on the coast of North Africa. They continued
conquering peoples along the North African coastline.
Although the Ottomans occupied only the coastal cities of
North Africa, they managed to control trade routes to the inte-
rior of the continent.
In 1526, Suleyman advanced into Hungary and Austria,
throwing central Europe into a panic. Suleyman’s armies
then pushed to the outskirts of Vienna, Austria. Reigning
from Istanbul, Suleyman had waged war with central
Europeans, North Africans, and Central Asians. He had
become the most powerful monarch on earth. Only Charles
V, head of the Hapsburg Empire in Europe, came close to
rivaling his power.
Highly Structured Social Organization Binding the
Ottoman Empire together in a workable social structure was
Suleyman’s crowning achievement. The massive empire
required an efficient government structure and social organ-
ization. Suleyman created a law code to handle both crimi-
nal and civil actions. He also simplified and limited taxes,
and systematized and reduced government bureaucracy. These changes improved
the lives of most citizens and helped earn Suleyman the title of Lawgiver.
The sultan’s 20,000 personal slaves staffed the palace bureaucracy. The slaves
were acquired as part of a policy called devshirme (dehv*SHEER*meh). Under the
devshirme system, the sultan’s army drafted boys from the peoples of conquered
Christian territories. The army educated them, converted them to Islam, and trained
them as soldiers. An elite force of 30,000 soldiers known as janissaries was
trained to be loyal to the sultan only. Their superb discipline made them the heart
of the Ottoman war machine. In fact, Christian families sometimes bribed officials
to take their children into the sultan’s service, because the brightest ones could rise
to high government posts or military positions.
As a Muslim, Suleyman was required to follow Islamic law. In accordance with
Islamic law, the Ottomans granted freedom of worship to other religious communities,
particularly to Christians and Jews. They treated these communities as millets, or
nations. They allowed each millet to follow its own religious laws and practices. The
head of the millets reported to the sultan and his staff. This system kept conflict among
people of the various religions to a minimum.
History Makers
Suleyman the Lawgiver
1494-1566
In the halls of the U.S. Congress are
images of some of the greatest
lawgivers of all time. Included in that
group are such persons as Thomas
Jefferson, Moses, and Suleyman.
Suleyman's law code prescribed
penalties for various criminal acts
and for bureaucratic and financial
corruption. He also sought to reduce
bribes, did not allow imprisonment
without a trial, and rejected promo-
tions that were not based on merit.
He also introduced the idea of a
balanced budget for governments.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on
Suleyman, go to classzone.com
J
MAIN IDEA
Making
Inferences
& What were the
advantages of the
devshirme system
to the sultan?
510 Chapter 18
M AIN IDEA
Comparing
.£> Which cultural
achievements of
Suleyman's reign
were similar to
the European
Renaissance?
Cultural Flowering Suleyman had
broad interests, which contributed to
the cultural achievements of the
empire. He found time to study poetry,
history, geography, astronomy, mathe-
matics, and architecture. He employed
one of the world’s finest architects,
Sinan, who was probably from
Albania. Sinan’s masterpiece, the
Mosque of Suleyman, is an immense
complex topped with domes and half
domes. It includes four schools, a
library, a bath, and a hospital.
Art and literature also flourished
under Suleyman’s rule. This creative
period was similar to the European
Renaissance. Painters and poets looked to Persia and Arabia for models. The works
that they produced used these foreign influences to express original Ottoman ideas
in the Turkish style. They are excellent examples of cultural blending. C>
The Empire Declines Slowly
▲ Sinan's
Mosque of
Suleyman in
Istanbul is the
largest mosque
in the Ottoman
Empire.
Despite Suleyman’s magnificent social and cultural achievements, the Ottoman
Empire was losing ground. Suleyman killed his ablest son and drove another into
exile. His third son, the incompetent Selim II, inherited the throne.
Suleyman set the pattern for later sultans to gain and hold power. It became cus-
tomary for each new sultan to have his brothers strangled. The sultan would then
keep his sons prisoner in the harem, cutting them off from education or contact
with the world. This practice produced a long line of weak sultans who eventually
brought ruin on the empire. However, the Ottoman Empire continued to influence
the world into the early 20th century.
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• ghazi • Ottoman • sultan • Timur the Lame • Mehmed II • Suleyman the Lawgiver • devshirme • janissary
USING YOUR NOTES
2. Which do you consider more
significant to the Ottoman
Empire, the accomplishments
of Mehmed II or those of
Selim the Grim? Explain.
Rulers
Successes
MAIN IDEAS
3. By what means did the early
Ottomans expand their empire?
4. Why was Suleyman called the
Lawgiver?
5. How powerful was the
Ottoman Empire compared to
other empires of the time?
CRITICAL THINKING & WRITING
6. EVALUATING DECISIONS Do you think that the Ottomans
were wise in staffing their military and government with
slaves? Explain.
7. EVALUATING COURSES OF ACTION How did Suleyman s
selection of a successor eventually spell disaster for the
Ottoman Empire?
8. ANALYZING MOTIVES Do you think that Suleyman's
religious tolerance helped or hurt the Ottoman Empire?
9. WRITING ACTIVITY EMPIRE BUILDING Using the description
of Mehmed Il's forces taking Constantinople, write a
newspaper article describing the action.
CONNECT TO TODAY
CREATING A TIME LINE
Create a time line showing events in the decline of the Ottoman Empire
and the creation of the modern nation of Turkey.
The Muslim World Expands 511
Cultural Blending
Case Study: The Safavid Empire
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
CULTURAL INTERACTION The
Modern Iran, which plays a key
• Safavid
• Shah Abbas
Safavid Empire produced a rich
role in global politics,
• Isma'il
• Esfahan
and complex blended culture in
descended from the culturally
• shah
Persia.
diverse Safavid Empire.
SETTING THE STAGE Throughout the course of world history, cultures have
interacted with each other. Often such interaction has resulted in the mixing of
different cultures in new and exciting ways. This process is referred to as cultural
blending. The Safavid Empire, a Shi’ite Muslim dynasty that ruled in Persia
between the 16th and 18th centuries, provides a striking example of how inter-
action among peoples can produce a blending of cultures. This culturally diverse
empire drew from the traditions of Persians, Ottomans, and Arabs.
TAKING NOTES
Drawing Condusions
Identify examples of
cultural blending in the
Safavid Empire.
Patterns of Cultural Blending
Each time a culture interacts with another, it is exposed to ideas, technologies,
foods, and ways of life not exactly like its own. Continental crossroads, trade
routes, ports, and the borders of countries are places where cultural blending com-
monly begins. Societies that are able to benefit from cultural blending are those
that are open to new ways and are willing to adapt and change. The blended ideas
spread throughout the culture and produce a new pattern of behavior. Cultural
blending has several basic causes.
Causes of Cultural Blending Cultural change is most often prompted by one
or more of the following four activities:
• migration
• pursuit of religious freedom or conversion
• trade
• conquest
The blending that contributed to the culture of the Ottomans, which you just
read about in Section 1, depended on some of these activities. Surrounded by the
peoples of Byzantium, the Turks were motivated to win territory for their empire.
The Ottoman Empire’s location on a major trading route created many opportu-
nities for contact with different cultures. Suleyman’s interest in learning and
culture prompted him to bring the best foreign artists and scholars to his court.
They brought new ideas about art, literature, and learning to the empire.
Results of Cultural Blending Cultural blending may lead to changes in lan-
guage, religion, styles of government, the use of technology, and military tactics.
512 Chapter 18
Cultural Blending
Location
Interacting Cultures
Reason for
Interaction l
Some Results
of Interaction
India— 1000 B.c.
Aryan and Dravidian Indian
Arab, African, Indian
Migration
Vedic culture, forerunner
of Hinduism
East Africa— a.d. 700
Islamic, Christian
Trade, religious conversion
New trade language, Swahili
Russia— a.d. 1000
Christian and Slavic
Religious conversion
Eastern Christianity,
Russian identity
Mexico— a.d. 1500
Spanish and Aztec
Conquest
Mestizo culture,
Mexican Catholicism
United States— a.d. 1900
European, Asian, Caribbean
Migration, religious freedom
Cultural diversity
SKILLBUILDER: Interpreting Charts
1. Determining Main Ideas What are the reasons for interaction in the Americas?
2 . Hypothesizing What are some aspects of cultural diversity ?
MAIN IDEA
Recognizing
Effects
Which of the
effects of cultural
blending do you
think is the most
significant? Explain,
These changes often reflect unique aspects of several cultures. For example:
• Language Sometimes the written characters of one language are used in
another, as in the case of written Chinese characters used in the Japanese
language. In the Safavid Empire, the language spoken was Persian. But after
the area converted to Islam, a significant number of Arabic words appeared
in the Persian language.
• Religion and ethical systems Buddhism spread throughout Asia. Yet the
Buddhism practiced by Tibetans is different from Japanese Zen Buddhism.
• Styles of government The concept of a democratic government spread to
many areas of the globe. Although the basic principles are similar, it is not
practiced exactly the same way in each country.
• Racial or ethnic blending One example is the mestizo, people of mixed
European and Indian ancestry who live in Mexico.
• Arts and architecture Cultural styles may be incorporated or adapted into
art or architecture. For example, Chinese artistic elements are found in
Safavid Empire tiles and carpets as well as in European paintings.
The chart above shows other examples of cultural blending that have occurred over
time in various areas of the world.
CASE STUDY: The Safavid Empire
The Safavids Build an Empire
Conquest and ongoing cultural interaction fueled the development of
the Safavid Empire. Originally, the Safavids were members of an
Islamic religious brotherhood named after their founder, Safi al-Din.
In the 15th century, the Safavids aligned themselves with the Shi’a
branch of Islam.
The Safavids were also squeezed geographically between the
Ottomans and Uzbek tribespeople and the Mughal Empire. (See the map
on page 514.) To protect themselves from these potential enemies, the
Safavids concentrated on building a powerful army.
Ismail Conquers Persia The Safavid military became a force to
reckon with. In 1499, a 12-year-old named Ismail (ihs*MAH*eel) began
to seize most of what is now Iran. Two years later he completed the task.
t Grandson of
Isma'il, Shah
Abbas led the
Safavid Empire
during its
Golden Age.
RUSSIA
■ Ottoman Empire
B9 Safavid Empire
Mughal Empire
Trabzon
UZBEKS
Tabriz
Mosul
Tehran
MESOPOTAMIA
Baghdad
Esfahan
ARABIA
Shiraz
Ormuz (Hormuz)
Tropic of Cancer
1,000 Kilometers
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Movement What waterways might have enabled the Safavids to
interact with other cultures?
2. Location Why might the Safavids not have expanded further?
Safavid Empire, 1683
To celebrate his achievement, he
took the ancient Persian title of
shah , or king. He also established
Shi ’a Islam as the state religion.
Isma’il became a religious tyrant.
Any citizen who did not convert to
Shi’ism was put to death. Isma’il
destroyed the Sunni population of
Baghdad in his confrontation with
the Ottomans. Their leader, Selim
the Grim, later ordered the execution
of all Shi ’a in the Ottoman Empire.
As many as 40,000 died. Their final
face-off took place at the Battle of
Chaldiran in 1514. Using artillery,
the Ottomans pounded the Safavids
into defeat. Another outcome of the
battle was to set the border between
the two empires. It remains the bor-
der today between Iran and Iraq.
Isma’iPs son Tahmasp learned
from the Safavids’ defeat at
Chaldiran. He adopted the use of
artillery with his military forces. He
expanded the Safavid Empire up to
the Caucasus Mountains, northeast
of Turkey, and brought Christians
under Safavid rule. Tahmasp laid
the groundwork for the golden age
of the Safavids. b
MAIM IDEA
Drawing
Conclusions
How did
Tahmasp's cultural
borrowing lead to
the expansion of
the Safavid Empire?
A Safavid Golden Age
Shah Abbas , or Abbas the Great, took the throne in 1587. He helped create a
Safavid culture and golden age that drew from the best of the Ottoman, Persian,
and Arab worlds.
Reforms Shah Abbas reformed aspects of both military and civilian life. He lim-
ited the power of the military and created two new armies that would be loyal to
him alone. One of these was an army of Persians. The other was a force that Abbas
recruited from the Christian north and modeled after the Ottoman janissaries. He
equipped both of these armies with modern artillery.
Abbas also reformed his government. He punished corruption severely and pro-
moted only officials who proved their competence and loyalty. He hired
foreigners from neighboring countries to fill positions in the government.
To convince European merchants that his empire was tolerant of other religions,
Abbas brought members of Christian religious orders into the empire. As a result,
Europeans moved into the land. Then industry, trade, and art exchanges grew
between the empire and European nations.
A New Capital The Shah built a new capital at Esfahan . With a design that covered
four and a half miles, the city was considered one of the most beautiful in the world.
It was a showplace for the many artisans, both foreign and Safavid, who worked on
the buildings and the objects in them. For example, 300 Chinese potters produced
514 Chapter 18
Comparing
Cy In what ways
were Shah Abbas
and Suleyman the
Lawgiver similar?
glazed building tiles for the buildings in the city, and
Armenians wove carpets.
Art Works Shah Abbas brought hundreds of Chinese
artisans to Esfahan. Working with Safavid artists, they
produced intricate metalwork, miniature paintings,
calligraphy, glasswork, tile work, and pottery This
collaboration gave rise to artwork that blended
Chinese and Persian ideas. These decorations beauti-
fied the many mosques, palaces, and marketplaces.
Carpets The most important result of Western
influence on the Safavids, however, may have been
the demand for Persian carpets. This demand helped
change carpet weaving from a local craft to a
national industry. In the beginning, the carpets
reflected traditional Persian themes. As the empire
became more culturally blended, the designs incorporated new themes. In the 16th
century, Shah Abbas sent artists to Italy to study under the Renaissance artist
Raphael. Rugs then began to reflect European designs, c,
The Dynasty Declines Quickly
▲ The Masjid-e-
Imam mosque in
Esfahan is a
beautiful example
of the flowering of
the arts in the
Safavid Empire.
In finding a successor, Shah Abbas made the same mistake the Ottoman monarch
Suleyman made. He killed or blinded his ablest sons. His incompetent grandson,
Safi, succeeded Abbas. This pampered young prince led the Safavids down the
same road to decline that the Ottomans had taken, only more quickly.
In 1736, however, Nadir Shah Afshar conquered land all the way to India and cre-
ated an expanded empire. But Nadir Shah was so cruel that one of his own troops
assassinated him. With Nadir Shah’s death in 1747, the Safavid Empire fell apart.
At the same time that the Safavids flourished, cultural blending and conquest led
to the growth of a new empire in India, as you will learn in Section 3.
SECTION
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Safavid • Isma'il • shah • Shah Abbas • Esfahan
USING YOUR NOTES
MAIN IDEAS
2. What are some examples of
3. What are the four causes of
cultural blending in the
cultural blending?
Safavid Empire?
4. What reforms took place in the
Safavid Empire under Shah
9 -^
Abbas?
5. Why did the Safavid Empire
Cultural friending
decline so quickly?
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY
Use the Internet to research the charge that Persian rugs are largely
made by children under the age of 14. Write a television documentary
script detailing your research results.
CRITICAL THINKING & WRITING
6. FORMING OPINIONS Which of the results of cultural
blending do you think has the most lasting effect on a
country? Explain.
7. DRAWING CONCLUSIONS How did the location of the
Safavid Empire contribute to the cultural blending in
the empire?
8. ANALYZING MOTIVES Why might Isma'il have become so
intolerant of the Sunni Muslims?
9. WRITING ACTIVITY 1 CULTURAL INTERACTION Write a letter
from Shah Abbas to a Chinese artist persuading him to
come teach and work in the Safavid Empire.
INTERNET KEYWORD
child labor rug making
Case Study 515
The Mughal Empire in India
MAIN IDEA
I
POWER AND AUTHORITY The
Mughal Empire brought Turks,
Persians, and Indians together
in a vast empire.
WHY IT MATTERS NOW
The legacy of great art and deep
social division left by the
Mughal Empire still influences
southern Asia.
TERMS & NAMES
Mughal
Babur
Akbar
Sikh
Shah Jahan
Taj Mahal
Aurangzeb
SETTING THE STAGE The Gupta Empire, which you read about in Chapter 7,
crumbled in the late 400s. First, Huns from Central Asia invaded. Then, begin-
ning in the 700’s, warlike Muslim tribes from Central Asia carved northwestern
India into many small kingdoms. The people who invaded descended from
Muslim Turks and Afghans. Their leader was a descendant of Timur the Lame
and of the Mongol conqueror Genghis Khan. They called themselves Mughajs,
which means “Mongols.” The land they invaded had been through a long period
of turmoil.
TAKING NOTES
Following Chronological
Order Create a time line
of the Mughal emperors
and their successes.
1494
d>abur
Early History of the Mughals
The 8th century began with a long clash between Hindus and Muslims in this
land of many kingdoms. For almost 300 years, the Muslims were able to advance
only as far as the Indus River valley. Starting around the year 1000, however,
well-trained Turkish armies swept into India. Led by Sultan Mahmud
(muh*MOOD) of Ghazni, they devastated Indian cities and temples in 17 brutal
campaigns. These attacks left the region weakened and vulnerable to other con-
querors. Delhi eventually became the capital of a loose empire of Turkish warlords
called the Delhi Sultanate. These sultans treated the Hindus as conquered people.
Delhi Sultanate Between the 13th and 16th centuries, 33 different sultans ruled
this divided territory from their seat in Delhi. In 1398, Timur the Lame destroyed
Delhi. The city was so completely devastated that according to one witness, “for
months, not a bird moved in the city.” Delhi eventually was rebuilt. But it was not
until the 16th century that a leader arose who would unify the empire.
Babur Founds an Empire In 1494, an 1 1 -year-old boy named Babur inherited
a kingdom in the area that is now Uzbekistan and Tajikistan. It was only a tiny
kingdom, and his elders soon took it away and drove him south. But Babur built
up an army. In the years that followed, he swept down into India and laid the
foundation for the vast Mughal Empire.
Babur was a brilliant general. In 1526, for example, he led 12,000 troops to
victory against an army of 100,000 commanded by a sultan of Delhi. A year later,
Babur also defeated a massive rajput army. After Babur’s death, his incompetent
son, Humayun, lost most of the territory Babur had gained. Babur’s 13 -year-old
grandson took over the throne after Humayun ’s death.
516 Chapter 18
MAIN IDEA
Comparing
A In what ways
were Akbar's atti-
tudes toward reli-
gion similar to
those of Suleyman
the Lawgiver?
Akbar's Golden Age
Babur’s grandson was called Akbar,
which means “Great.” Akbar cer-
tainly lived up to his name, ruling
India with wisdom and tolerance
from 1556 to 1605.
A Military Conqueror Akbar recog-
nized military power as the root of his
strength. In his opinion, a King must
always be aggresive so that his neigh-
bors will not try to conquer him.
Like the Safavids and the
Ottomans, Akbar equipped his armies
with heavy artillery. Cannons enabled
him to break into walled cities and
extend his rule into much of the
Deccan plateau. In a brilliant move,
he appointed some rajputs as officers.
In this way he turned potential ene-
mies into allies. This combination of
military power and political wisdom
enabled Akbar to unify a land of at
least 100 million people — more than
in all of Europe put together.
□
Growth of the Mughal
Empire, 1526-1707
Kabul
Mughal Empire, 1526 (Babur)
AJdBIB)71605 (Akbar)
Added by 1707 (Aurangzeb)
__ Brahmaputra R^Jj
Tropic of Cancer
El lx
Benares
Patna BENGAL
Dacca,
Calcutta
Surat
Bombay*
DECCAN
PLATEAU
Arabian
Sea
A
Calicut
300 Miles Cochin*
600 Kilometers
Bay
of
Bengal
fl Madras
*Pondicherry
CEYLON
A Liberal Ruler Akbar was a genius
at cultural blending. A Muslim, he
continued the Islamic tradition of
religious freedom. He permitted
people of other religions to practice
their faiths. He proved his tolerance
by marrying Hindu princesses with-
out forcing them to convert. He
allowed his wives to practice their religious rituals in the palace. He proved his tol-
erance again by abolishing both the tax on Hindu pilgrims and the hated jizya, or
tax on non-Muslims. He even appointed a Spanish Jesuit to tutor his second son.
Akbar governed through a bureaucracy of officials. Natives and foreigners,
Hindus and Muslims, could all rise to high office. This approach contributed to the
quality of his government. Akbar’s chief finance minister, Todar Mai, a Hindu,
created a clever — and effective — taxation policy. He levied a tax similar to the
present-day U.S. graduated income tax, calculating it as a percentage of the value
of the peasants’ crops. Because this tax was fair and affordable, the number of
peasants who paid it increased. This payment brought in much needed money for
the empire. A,
Akbar’s land policies had more mixed results. He gave generous land grants to his
bureaucrats. After they died, however, he reclaimed the lands and distributed them as
he saw fit. On the positive side, this policy prevented the growth of feudal aristocra-
cies. On the other hand, it did not encourage dedication and hard work by the Mughal
officials. Their children would not inherit the land or benefit from their parents’ work.
So the officials apparently saw no point in devoting themselves to their property.
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Movement During which time period was the most territory
added to the Mughal Empire?
2. Human-Environment Interaction What landform might have
prevented the empire from expanding farther east?
The Muslim World Expands 517
Blended Cultures As Akbar extended the Mughal Empire,
he welcomed influences from the many cultures in the
empire. This cultural blending affected art, education, poli-
tics, and language. Persian was the language of Akbar’s
court and of high culture. The common people, however,
spoke Hindi, a language derived from Sanskrit. Hindi
remains one of the most widely spoken languages in India
today. Out of the Mughal armies, where soldiers of many
backgrounds rubbed shoulders, came yet another new lan-
guage. This language was Urdu, which means “from the sol-
dier’s camp.” A blend of Arabic, Persian, and Hindi, Urdu is
today the official language of Pakistan.
The Arts and Literature The arts flourished at the Mughal
court, especially in the form of book illustrations. These
small, highly detailed, and colorful paintings were called
miniatures. They were brought to a peak of perfection in the
Safavid Empire. (See Section 2.) Babur’s son, Humayun,
brought two masters of this art to his court to teach it to the
Mughals. Some of the most famous Mughal miniatures
adorned the Akbarnamah (“Book of Akbar”), the story of
the great emperor’s campaigns and deeds. Indian art drew
from traditions developed earlier in Rajput kingdoms.
Hindu literature also enjoyed a revival in Akbar’s time. The
poetTulsi Das, for example, was a contemporary of Akbar’s.
He retold the epic love story of Rama and Sita from the fourth
century b.c. Indian poem the Ramayana (rah*MAH*yuh*nuh)
in Hindi. This retelling, the Ramcaritmanas, is now even more
popular than the original.
Architecture Akbar devoted himself to architecture too.
The style developed under his reign is still known as Akbar
period architecture. Its massive but graceful structures are
decorated with intricate stonework that portrays Hindu themes. The capital city of
Fatehpur Sikri is one of the most important examples of this type of architecture.
Akbar had this red-sandstone city built to thank a Sufi saint, Sheik Salim Chisti,
who had predicted the birth of his first son. g;
Akbar
1542-1605
Akbar was brilliant and curious,
especially about religion. He even
invented a religion of his own— the
"Divine Faith"— after learning about
Hinduism, Jainism, Christianity, and
Sufism. The religion attracted few
followers, however, and offended
Muslims so much that they attempted
a brief revolt against Akbar in 1581.
When he died, so did the "Divine
Faith."
Surprisingly, despite his wisdom
and his achievements, Akbar could
not read. He hired others to read to
him from his library of 24,000 books.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on Akbar,
go to classzone.com
MAIN IDEA
Drawing
Conclusions
By How was Akbar
able to build such
an immense
empire?
Akbar's Successors
With Akbar’s death in 1605, the Mughal court changed to deal with the changing
times. The next three emperors each left his mark on the Mughal Empire.
Jahangir and Nur Jahan Akbar’s son called himself Jahangir (juh*hahn*GEER),
or “Grasper of the World.” However, for most of his reign, he left the affairs of state
to his wife, who ruled with an iron hand.
Jahangir’s wife was the Persian princess Nur Jahan. She was a brilliant politician
who perfectly understood the use of power. As the real ruler of India, she installed
her father as prime minister in the Mughal court. She saw Jahangir’s son Khusrau
as her ticket to future power. But when Khusrau rebelled against his father, Nur
Jahan removed him. She then shifted her favor to another son.
This rejection of Khusrau affected more than the political future of the empire.
It was also the basis of a long and bitter religious conflict. Jahangir tried to promote
Islam in the Mughal state, but was tolerant of other religions. When Khusrau
518 Chapter 18
Connect toToday
Women Leaders of the Indian Subcontinent
Since World War II, the subcontinent of India has seen
the rise of several powerful women. Unlike Nur Jahan,
however, they achieved power on their own— not
through their husbands.
Indira Gandhi headed the Congress Party and
dominated Indian politics for almost 30 years. She
was elected prime minister in 1966 and again in 1980.
Gandhi was assassinated in 1984 by Sikh separatists.
Benazir Bhutto took charge of the Pakistan People's
Party after her father was assassinated. She became prime
minister in 1988, the first woman to run a modern Muslim
state. Reelected in 1993, she was dismissed from office
in 1996 and went into exile.
Chandrika Bandaranaike Kumaratunga is the president
of Sri Lanka. She was elected in 1994. She survived an
assassination attempt in 1999 and was reelected.
Khaleda Zia became Bangladesh's first woman prime
minister in 1991. She was reelected several times, the
last time in 2001. She made progress in empowering
women and girls in her nation.
Pratibha Patil, elected in 2007, is India's first female
president.
Indira Gandhi Chandrika Bandaranaike Kumaratunga
Khaleda Zia
Pratibha Patil
MAIN IDEA
Analyzing Causes
How did the
Mughals' dislike of
the Sikhs develop?
rebelled, he turned to the Sikhs . This was a nonviolent religious group whose doc-
trines contained elements similar to Hinduism and Sufism (Islamic mysticism).
However, the Sikhs see themselves as an independent tradition and not an offshoot
of another religion. Their leader, Guru Arjun, sheltered Khusrau and defended him.
In response, the Mughal rulers had Arjun arrested and tortured to death. The Sikhs
became the target of the Mughals’ particular hatred, tj
Shah Jahan Jahangir’s son and successor, Shah Jahan . could not tolerate compe-
tition and secured his throne by assassinating all his possible rivals. He had a great
passion for two things: beautiful buildings and his wife Mumtaz Mahal
(moom*TAHZ mah # HAHL). Nur Jahan had arranged this marriage between
Jahangir’s son and her niece for political reasons. Shah Jahan, however, fell gen-
uinely in love with his Persian princess.
In 1631, Mumtaz Mahal died at age 39 while giving birth to her 14th child. To
enshrine his wife’s memory, he ordered that a tomb be built “as beautiful as she was
beautiful.” Fine white marble and fabulous jewels were gathered from many parts
of Asia. This memorial, the Taj Mahal , has been called one of the most beautiful
buildings in the world. Its towering marble dome and slender minaret towers look
like lace and seem to change color as the sun moves across the sky.
The People Suffer But while Shah Jahan was building gardens, monuments, and
forts, his country was suffering. There was famine in the land. Furthermore, farm-
ers needed tools, roads, and ways of irrigating their crops and dealing with India’s
harsh environment. What they got instead were taxes and more taxes to support the
building of monuments, their rulers’ extravagant living, and war.
The Muslim World Expands 519
*****
*
i
j
Building the Taj Mahal
Some 20,000 workers labored for 22
years to build the famous tomb. It is
made of white marble brought from
250 miles away. The minaret towers
are about 130 feet high. The
building itself is 186 feet square.
The design of the building is a
blend of Hindu and Muslim styles.
The pointed arches are of Muslim
design, and the perforated marble
windows and doors are typical of a
style found in Hindu temples.
The inside of the building is a
glittering garden of thousands of
carved marble flowers inlaid with tiny
precious stones. One tiny flower, one
inch square, had 60 different inlays.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY Use the Internet to
take a virtual trip to the Taj Mahal.
Create a brochure about the building.
Go to classzone.com for your research.
w
All was not well in the royal court either. When Shah
Jahan became ill in 1657, his four sons scrambled for the
throne. The third son, Aurangzeb (AWR # uhng*zehb),
moved first and most decisively. In a bitter civil war, he exe-
cuted his older brother, who was his most serious rival.
Then he arrested his father and put him in prison, where he
died several years later. After Shah Jahan ’s death, a mirror
was found in his room, angled so that he could look out at
the reflection of the Taj Mahal.
Aurangzeb's Reign A master at military strategy and an
aggressive empire builder, Aurangzeb ruled from 1658 to
1707. He expanded the Mughal holdings to their greatest size.
However, the power of the empire weakened during his reign.
This loss of power was due largely to Aurangzeb’s oppres-
sion of the people. He rigidly enforced Islamic laws, outlawing
drinking, gambling, and other activities viewed as vices. He
appointed censors to police his subjects’ morals and make sure
they prayed at the appointed times. He also tried to erase all the
gains Hindus had made under Akbar. For example, he brought
back the hated tax on non-Muslims and dismissed Hindus from
high positions in his government. He banned the construction
of new temples and had Hindu monuments destroyed. Not
surprisingly, these actions outraged the Hindus.
a Mirrored in a
reflecting pool is
the Taj Mahal, a
monument to
love and the
Mughal Empire.
520 Chapter 18
MAIN IDEA
Recognizing
Effects
D; How did
Aurangzeb's per-
sonal qualities and
political policies
affect the Mughal
Empire?
The Hindu rajputs, whom Akbar had converted from potential enemies to allies,
rebelled. Aurangzeb defeated them repeatedly, but never completely. In the south-
west, a Hindu warrior community called Marathas founded their own state.
Aurangzeb captured their leader but could never conquer them. Meanwhile, the
Sikhs transformed themselves into a brotherhood of warriors. They began building
a state in the Punjab, an area in northwest India.
Aurangzeb levied oppressive taxes to pay for the wars against the increasing
numbers of enemies. He had done away with all taxes not authorized by Islamic
law, so he doubled the taxes on Hindu merchants. This increased tax burden deep-
ened the Hindus’ bitterness and led to further rebellion. As a result, Aurangzeb
needed to raise more money to increase his army. The more territory he conquered,
the more desperate his situation became. D,
The Empire's Decline and Decay
By the end of Aurangzeb’s reign, he had drained the empire of its resources. Over
2 million people died in a famine while Aurangzeb was away waging war. Most of
his subjects felt little or no loyalty to him.
As the power of the central state weakened, the power of local lords grew. After
Aurangzeb’s death, his sons fought a war of succession. In fact, three emperors
reigned in the first 12 years after Aurangzeb died. By the end of this period, the
Mughal emperor was nothing but a wealthy figurehead. He ruled not a united
empire but a patchwork of independent states.
As the Mughal Empire rose and fell, Western traders slowly built their own
power in the region. The Portuguese were the first Europeans to reach India. In
fact, they arrived just before Babur did. Next came the Dutch, who in turn gave
way to the French and the English. However, the great Mughal emperors did not
feel threatened by the European traders. In 1661, Aurangzeb casually handed them
the port of Bombay. Aurangzeb had no idea that he had given India’s next con-
querors their first foothold in a future empire.
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Mughal • Babur • Akbar • Sikh • Shah Jahan • Taj Mahal • Aurangzeb
USING YOUR NOTES
2. Which of the Mughal emperors
on your time line had a
positive effect on the empire?
Which had negative effects?
1494
&abur
MAIN IDEAS
3. How did Akbar demonstrate
tolerance in his empire?
4. What pattern is seen in the
ways individuals came to
power in the Mughal Empire?
5. Why did the empire weaken
under the rule of Aurangzeb?
CRITICAL THINKING & WRITING
6. CLARIFYING Why were Akbar's tax policies so successful?
7. MAKING INFERENCES Why was Nur Jahan able to hold so
much power in Jahangir's court?
8. EVALUATING COURSES OF ACTION Why were the policies
of Aurangzeb so destructive to the Mughal Empire?
9. WRITING ACTIVITY POWER AND AUTHORITY Write a
compare-and-contrast essay on the policies of Akbar
and Aurangzeb. Use references from the text in your
response.
CONNECT TO TODAY
CREATING A BIOGRAPHY
Select one of the women leaders in Connect to Today on page 519. Research
her life and write a short biography of her.
The Muslim World Expands 52 1
History through Art
Cultural Blending in
Mughal India
As you have read, Mughal India enjoyed a golden age under Akbar. Part
of Akbar’s success — indeed, the success of the Mughals — came from his
religious tolerance. India’s population was largely Hindu, and the
incoming Mughal rulers were Muslim. The Mughal emperors encouraged
the blending of cultures to create a united India.
This cultural integration can be seen in the art of Mughal India.
Muslim artists focused heavily on art with ornate patterns of flowers and
leaves, called arabesque or geometric patterns. Hindu artists created
T Decorative Arts
Decorative work on items from dagger
handles to pottery exhibits the same
cultural blending as other Mughal art
forms. This dagger handle shows some
of the floral and geometric elements
common in Muslim art, but the realistic
depiction of the horse comes out of
the Hindu tradition.
naturalistic and often ornate artworks. These two artistic traditions came
together and created a style unique to Mughal India. As you can see, the
artistic collaboration covered a wide range of art forms.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on art in
Mughal India, go to classzone.com
T Architecture
Mughal emperors brought to India a strong Muslim
architectural tradition. Indian artisans were extremely
talented with local building materials— specifically, marble
and sandstone. Together, they created some of the most
striking and enduring architecture in the world, like
Humayun's Tomb shown here.
Connect to Today
T Painting
Mughal painting was largely a product of the royal court. Persian
artists brought to court by Mughal emperors had a strong
influence, but Mughal artists quickly developed their own
characteristics. The Mughal style kept aspects of the Persian
influence— particularly the flat aerial perspective. But, as seen in
this colorful painting, the Indian artists incorporated more
naturalism and detail from the world around them.
1. Clarifying What does the art suggest
about the culture of Mughal India?
^ See Skillbuilder Handbook, page R4.
2. Forming and Supporting Opinions
What are some modern examples of
cultural blending in art? What
elements of each culture are
represented in the artwork? Consider
other art forms, such as music and
literature, as well.
523
▲ Fabrics
Mughal fabrics included geometric patterns found in
Persian designs, but Mughal weavers, like other Mughal
artisans, also produced original designs. Themes that
were common in Mughal fabrics were landscapes,
animal chases, floral latticeworks, and central flowering
plants like the one on this tent hanging.
TERMS & NAMES
Briefly explain the importance of each of the following to the
Ottoman, Safavid, or Mughal empires.
1. Suleyman
the Lawgiver
2. devshirme
3. janissary
4. shah
5. Shah Abbas
6 . Akbar
7. Sikh
8 . Taj Mahal
MAIN IDEAS
The Ottomans Build a Vast Empire
Section 1 (pages 507-511)
9. Why were the Ottomans such successful conquerors?
10. How did Mehmed the Conqueror show his tolerance of
other cultures?
11. Why was Selim's capture of Mecca, Medina, and Cairo so
significant?
Case Study: Cultural Blending Section 2 (pages 512-515)
12. What are some of the causes of cultural blending in the
Safavid Empire?
13. In what ways did the Safavids weave foreign ideas into
their culture?
The Mughal Empire in India Section 3 (pages 516-523)
14. In what ways did Akbar defend religious freedom during
his reign?
15. How did Akbar's successors promote religious conflict in
the empire?
CRITICAL THINKING
1. USING YOUR NOTES
In a chart, compare and
contrast the Mughal Empire
under Akbar, the Safavid Empire
under Shah Abbas, and the
Ottoman Empire under
Suleyman I.
2. EVALUATING COURSES OF ACTION
| POWER AND AUTHORITY | How did the use of artillery change
the way empires in this chapter and lands that bordered them
reacted to each other?
3. RECOGNIZING EFFECTS
I CULTURAL INTERACTION | What impact did religion have on
governing each of the three empires in this chapter?
4. EVALUATING DECISIONS
| EMPIRE BUILDING | What was the value of treating conquered
peoples in a way that did not oppress them?
5. MAKING INFERENCES
Why do you think the three empires in this chapter did not
unite into one huge empire? Give reasons for your answer.
6. MAKING INFERENCES
Conquest of new territories contributed to the growth of the
Muslim empires you read about in this chapter. How might it
have also hindered this growth?
Government
Reforms
Cultural
Blending
Akbar
Abbas
Suleyman
VISUAL SUMMARY
The Muslim World Expands
Move into Byzantium
Take Constantinople
Add Syria and Palestine
Use janissaries and devshirme to
control the empire
Muslims control Middle
Afua^ot
Safavid Empire
Take old Persian Empire
Expand to Caucasus Mountains
Build a new capital
Use janissary-style army to
control the empire
Mughal Empire
Delhi Sultanate loosely controls
Indian subcontinent
Babur lays groundwork for
an empire
Akbar controls most of sub-
continent in empire
Aurangzeb expands empire
to its largest size
H
524 Chapter 18
> STANDARDS-BASED ASSESSMENT
Use the graphs and your knowledge of world history to
answer questions 1 and 2.
Additional Test Practice, pp. S1-S33
Comparison of Empires
Source: Atlas of World Population History
1. Which empire was most densely populated?
A. Han
B. Roman
C. Mughal
D. Mali
2 . Of the three Asian Muslim empires shown on the graph,
which one had the smallest territory?
A. Ottoman
B. Safavid
C. Mughal
D. Mali
Use the quotation from Kritovoulos, a Greek historian and
a governor in the court of Mehmed II, and your knowledge
of world history to answer question 3.
PRIMARY SOURCE
When the Sultan [Mehmed] had captured the City of
Constantinople, almost his very first care was to have the
City repopulated. He also undertook the further care and
repairs of it. He sent an order in the form of an imperial
command to every part of his realm, that as many
inhabitants as possible be transferred to the City, not only
Christians but also his own people and many of the
Hebrews.
KRITOVOULOS, History of Mehmed the Conqueror
3. What groups of people were to be sent to Constantinople?
A. Hebrews and Christians
B. Christians and Turks
C. Christians, Hebrews, and Turkish Muslims
D. Imperial armies
INTEGRATED TECHNOLOGY
TEST PRACTICE Go to classzone.com
• Diagnostic tests • Strategies
• Tutorials • Additional practice
ALTERNATIVE ASSESSMENT
1. Interact with History
On page 506, you considered how you might treat the people
you conquered. Now that you have learned more about three
Muslim empires, in what ways do you think you would change
your policies? Discuss your thoughts with a small group of
classmates.
2. gg\ WRITING ABOUT HISTORY
Think about the experience of being a janissary in the court of
Suleyman the Lawgiver. Write a journal entry about your daily
activities. Consider the following:
• how a janissary was recruited
• what jobs or activities a janissary may have done
• the grandeur of the court of Suleyman
INTEGRATED TECHNOLOGY
Creating a Database
The three empires discussed in this chapter governed
many religious and ethnic groups. Gather information on
the religious and ethnic makeup of the modern nations of
the former Ottoman, Safavid, and Mughal empires.
Organize the information in a population database.
• Create one table for each empire.
• Make row headings for each modern nation occupying
the lands of that empire.
• Make column headings for each ethnic group and each
religious group.
• Insert the most recent population figures or percentages
for each group.
• Use the final column to record the population total for
each modern nation.
The Muslim World Expands 525
CHAPTER
9
An Age of Explorations
and Isolation, uoo-isoo
Previewing Main Ideas
I CULTURAL INTERACTION | Asians resisted European influence, but this
cultural interaction did produce an exchange of goods and ideas.
Geography Study the map. What European power first sent explorers into
the Indian Ocean?
| ECONOMICS! The desire for wealth was a driving force behind the
European exploration of the East. Europeans wanted to control trade with
Asian countries.
Geography How did the voyages of Bartolomeu Dias and Vasco da Gama
compare in length?
j SCIENCE AND TECHNOLOGY] Europeans were able to explore faraway
lands after they improved their sailing technology.
Geography Look at the map and time line. What country sent the first
expedition to explore the Indian Ocean in the 15th century?
r
INTEGRATED/ TECHNOLOGY
—
eEdition r \
| INTERNET RESOURCES
• Interactive Maps
Go to classzone.com for:
• Interactive Visuals
• Research Links
• Maps
• Interactive Primary Sources
• Internet Activities
• Test Practice
• Primary Sources
• Chapter Quiz
• Current Events
1494
Spain and
Portugal sign Treaty
of Tordesiflas.
EUROPE
1405
Zheng He
takes first
voyage.
1419
Prince Henry ►
founds navigation
school.
1453
<4 Ottomans
capture
Constantinople.
1464
Songhai Empire
begins in
West Africa.
£),~
1511
First enslaved
Africans arrive in
the Americas.
526
A TLANTIC
OCEAN
A r (i hi an
Sea
INDIAN
OCEAN
Dias, 1487-1488
da Gama, (1st voyage) 1497-1498
Zheng He, (7 voyages) 1405-1433
Cape of
Garni Hope
0 500 1000 Kilometers
WSnkel II Projection
) Early Explorations, 1400s
1603
1619
1644
1793
Tokugawa
Dutch open
Manchus establish
Britain seeks to trade
shoguns rule Japan.
i
trade with Java.
i
Qing Dynasty in China.
with China.
ft*
5? A -r
*
1608
4 Samuel de Champlain
founds Quebec (French flag)
1776
< American colonies declare
independence from Britain.
(George Washington)
527
Interact
with
History
Would you sail
into the unknown ?
It is a gray morning in 1430. You are standing on a dock in the European
country of Portugal, staring out at the mysterious Atlantic Ocean. You have been
asked to go on a voyage of exploration. Yet, like most people at the time, you
have no idea what lies beyond the horizon. The maps that have been drawn
show some of the dangers you might face. And you’ve heard the terrifying
stories of sea monsters and shipwrecks (see map below). You also have heard
that riches await those who help explore and claim new lands. Now, you must
decide whether to go.
C' O L K O
de Ben GALA
dim Ganecticus
'tofsnuv S I N tj/S £
I Bala §
A Sf'nnntm t-.j*
.4
TKtfim,
rft&rv
11400.
JtfftlLtf
p>!.’rtssr
\f. 'thaler
/k ; (P t CA#\
[Mil-
Zctuitnjipuld
JVnaijfitm tru’olts
i Ui%tPti4i m iiuv
^ — T*t*m
5*.
F-NTALIS
J
• What possible rewards might come from exploring the seas
for new lands?
• What are the risks involved in embarking on a voyage into
the unknown?
Discuss these questions with your classmates. In your discussion,
recall what you have learned about the lands beyond Europe and
what they have to offer. As you read about the age of explorations
and isolation, see why Europeans explored and what they achieved.
528 Chapter 19
b a
Europeans Explore the East
MAIN IDEA 1 WHY IT MATTERS NOW | TERMS & NAMES
SCIENCE AND TECHNOLOGY
Advances in sailing technology
enabled Europeans to explore
other parts of the world.
European exploration was an
important step toward the
global interaction existing in the
world today.
• Bartolomeu • Treaty of
Dias Tordesillas
• Prince Henry • Dutch East
• Vasco da India
Gama Company
SETTING THE STAGE By the early 1400s, Europeans were ready to venture
beyond their borders. As Chapter 17 explained, the Renaissance encouraged,
among other things, a new spirit of adventure and curiosity. This spirit of adven-
ture, along with several other important reasons, prompted Europeans to explore
the world around them. This chapter and the next one describe how these explo-
rations began a long process that would bring together the peoples of many dif-
ferent lands and permanently change the world.
▼ This early
globe depicts
the Europeans'
view of Europe
and Africa
around 1492.
For "God, Glory, and Gold"
Europeans had not been completely isolated from the rest of the world before the
1400s. Beginning around 1100, European crusaders battled Muslims for control
of the Holy Lands in Southwest Asia. In 1275, the Italian trader Marco Polo
reached the court of Kublai Khan in China. For the most part, however, Europeans
had neither the interest nor the ability to explore foreign lands. That changed by
the early 1400s. The desire to grow rich and to spread Christianity, coupled with
advances in sailing technology, spurred an age of European exploration.
Europeans Seek New Trade Routes The desire for new sources of wealth was
the main reason for European exploration. Through overseas exploration, mer-
chants and traders hoped ultimately to benefit from what had become a profitable
business in Europe: the trade of spices and other luxury goods from Asia. The
people of Europe had been introduced to these items during
the Crusades, the wars fought between Christians and
Muslims from 1096 to 1270 (see Chapter 14). After the
Crusades ended, Europeans continued to demand such
spices as nutmeg, ginger, cinnamon, and pepper, all of
which added flavor to the bland foods of Europe. Because
demand for these goods was greater than the supply, mer-
chants could charge high prices and thus make great profits.
The Muslims and the Italians controlled the trade
of goods from East to West. Muslims sold Asian goods
to Italian merchants, who controlled trade across the
land routes of the Mediterranean region. The Italian mer-
chants resold the items at increased prices to merchants
TAKING NOTES
Following Chronological
Order On a time line,
note the important events
in the European
exploration of the East.
1400
\ » 1
mo
An Age of Explorations and Isolation 529
throughout Europe. Other European traders did not like this arrangement. Paying
such high prices to the Italians severely cut into their own profits. By the 1400s,
European merchants — as well as the new monarchs of England, Spain, Portugal,
and France — sought to bypass the Italian merchants. This meant finding a sea route
directly to Asia.
The Spread of Christianity The desire to spread Christianity also motivated
Europeans to explore. The Crusades had left Europeans with a taste for spices, but
more significantly with feelings of hostility between Christians and Muslims.
European countries believed that they had a sacred duty not only to continue fight-
ing Muslims, but also to convert non-Christians throughout the world.
Europeans hoped to obtain popular goods directly from the peoples of Asia.
They also hoped to Christianize them. Bartolomeu Dias , an early Portuguese
explorer, explained his motives: “To serve God and His Majesty, to give light to
those who were in darkness and to grow rich as all men desire to do.” &
Technology Makes Exploration Possible While “God, glory, and gold” were the
primary motives for exploration, advances in technology made the voyages of dis-
covery possible. During the 1200s, it would have been nearly impossible for a
European sea captain to cross 3,000 miles of ocean and
return again. The main problem was that European ships
could not sail against the wind. In the 1400s, shipbuilders
designed a new vessel, the caravel. The caravel was sturdier
than earlier vessels. In addition, triangular sails adopted
from the Arabs allowed it to sail effectively against the wind.
Europeans also improved their navigational techniques.
To better determine their location at sea, sailors used the
astrolabe, which the Muslims had perfected. The astrolabe
was a brass circle with carefully adjusted rings marked off
in degrees. Using the rings to sight the stars, a sea captain
could calculate latitude, or how far north or south of the
equator the ship was. Explorers were also able to more
accurately track direction by using a magnetic compass, a
Chinese invention.
Portugal Leads the Way
The leader in developing and applying these sailing innova-
tions was Portugal. Located on the Atlantic Ocean at the
southwest corner of Europe, Portugal was the first
European country to establish trading outposts along the
west coast of Africa. Eventually, Portuguese explorers
pushed farther east into the Indian Ocean.
The Portuguese Explore Africa Portugal took the lead in
overseas exploration in part due to strong government sup-
port. The nation’s most enthusiastic supporter of exploration
was Prince Henry , the son of Portugal’s king. Henry’s
dreams of overseas exploration began in 1415 when he
helped conquer the Muslim city of Ceuta in North Africa.
There, he had his first glimpse of the dazzling wealth that
lay beyond Europe. In Ceuta, the Portuguese invaders found
exotic stores filled with pepper, cinnamon, cloves, and other
spices. In addition, they encountered large supplies of gold,
silver, and jewels.
Prince Henry
T394-T460
For his role in promoting Portuguese
exploration, historians call Prince
Henry "the Navigator" Although he
never went on voyages of discovery,
Henry was consumed by the quest
to find new lands and to spread
Christianity. A devout Catholic, he
wanted "to make increase in the
faith of our lord Jesus Christ and
bring to him all the souls that
should be saved."
To that end, Henry used his own
fortune to organize more than 14
voyages along the western coast
of Africa, which was previously
unexplored by Europeans. As a result,
Henry died in debt. The Portuguese
crown spent more than 60 years
paying off his debts.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on Prince
Henry, go to classzone.com
^ J
MAIN IDEA
Summarizing
4/ How might the
phrase "God, glory,
and gold" summa-
rize the Europeans'
motives for
exploration?
530 Chapter 19
Science & Technology
■ INTERACTIVE |
The Tools of Exploration
Out on the open seas, winds easily blew ships off course. With
only the sun, moon, and stars to guide them, few sailors
willingly ventured beyond the sight of land. In order to travel to
distant places, European inventors and sailors experimented
with new tools for navigation and new designs for sailing ships,
often borrowing from other cultures.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on the tools
of exploration, go to classzone.com
A Here, a French mariner uses an early navigation
instrument that he has brought ashore to fix his
ship's position. It was difficult to make accurate
calculations aboard wave-tossed vessels.
A This 17th-century
compass is typical of
those taken by
navigators on voyages of
exploration. The
compass was invented
by the Chinese.
531 531
o
0
The average caravel was 65
feet long. This versatile ship
had triangular sails for
maneuverability and square
sails for power.
The large cargo area could
hold the numerous supplies
needed for long voyages.
Its shallow draft (depth of the
ship's keel below the water)
allowed it to explore close to
shore.
astrolabe in the mid-1700s as
the instrument for measuring
the height of the stars above
the horizon— to determine
latitude and longitude.
1. Analyzing Motives Why did
inventors and sailors develop better
tools for navigation?
^ See Skillbuilder Handbook, page R 16 .
2. Summarizing What types of
navigational or other tools do sailors
use today? Choose one type of tool
and write a brief explanation of what
ft SHER.COM
0
A Ship's Rations
The captain of a 17th-century sailing
vessel, with a crew of 190 sailors,
would normally order the following
food items for a three-month trip:
• 8,000 pounds of salt beef; 2,800
pounds of salt pork; 600 pounds of
salt cod; a few beef tongues
• 15,000 brown biscuits; 5,000 white
biscuits
• 30 bushels of oatmeal; 40 bushels
of dried peas; 1 1/2 bushels of
mustard seed
• 1 barrel of salt; 1 barrel of flour
• 1 1 small wooden casks of butter;
1 large cask of vinegar
• 10,500 gallons of beer; 3,500
gallons of water; 2 large casks
of cider
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY Research food
services aboard a modern U.S. warship
and prepare a menu for a typical meal.
Go to classzone.com for your research.
Henry returned to Portugal determined to reach the
source of these treasures in the East. The prince also wished
to spread the Christian faith. In 1419, Henry founded a
navigation school on the southwestern coast of Portugal.
Mapmakers, instrument makers, shipbuilders, scientists,
and sea captains gathered there to perfect their trade.
Within several years, Portuguese ships began sailing
down the western coast of Africa. By the time Henry died in
1460, the Portuguese had established a series of trading
posts along western Africa’s shores. There, they traded with
Africans for such profitable items as gold and ivory.
Eventually, they traded for African captives to be used as
slaves. Having established their presence along the African
coast, Portuguese explorers plotted their next move. They
would attempt to find a sea route to Asia.
Portuguese Sailors Reach Asia The Portuguese believed
that to reach Asia by sea, they would have to sail around the
southern tip of Africa. In 1488, Portuguese captain
Bartolomeu Dias ventured far down the coast of Africa until
he and his crew reached the tip. As they arrived, a huge
storm rose and battered the fleet for days. When the storm
ended, Dias realized his ships had been blown around the tip
to the other side. Dias explored the southeast coast of Africa
and then considered sailing to India. However, his crew was
exhausted and food supplies were low. As a result, the cap-
tain returned home.
With the tip of Africa finally rounded, the Portuguese
continued pushing east. In 1497, Portuguese explorer
Vasco da Gama began exploring the east African coast. In
1498, he reached the port of Calicut, on the southwestern
coast of India. Da Gama and his crew were amazed by the
spices, rare silks, and precious gems that filled Calicut’s
shops. The Portuguese sailors filled their ships with such
spices as pepper and cinnamon and returned to Portugal in
1499. Their cargo was worth 60 times the cost of the voy-
age. Da Gama’s remarkable voyage of 27,000 miles had
given Portugal a direct sea route to India.
Spain Also Makes Claims
As the Portuguese were establishing trading posts along the west coast of Africa,
Spain watched with increasing envy. The Spanish monarchs also desired a direct
sea route to Asia.
In 1492, an Italian sea captain, Christopher Columbus, convinced Spain to
finance a bold plan: finding a route to Asia by sailing west across the Atlantic
Ocean. In October of that year, Columbus reached an island in the Caribbean. He
was mistaken in his thought that he had reached the East Indies. But his voyage
would open the way for European colonization of the Americas — a process that
would forever change the world. The immediate impact of Columbus’s voyage,
however, was to increase tensions between Spain and Portugal.
The Portuguese believed that Columbus had indeed reached Asia. Portugal sus-
pected that Columbus had claimed for Spain lands that Portuguese sailors might
532 Chapter 19
MAIN IDEA
Analyzing Issues
8 / How did the
Treaty of Tordesillas
ease tensions
between Spain and
Portugal?
MAIN ! PEA
Analyzing Primary
Sources
C/What did de
Albuquerque see as
the outcome of a
Portuguese victory
at Malacca?
have reached first. The rivalry between Spain and Portugal grew more tense. In
1493, Pope Alexander VI stepped in to keep peace between the two nations. He
suggested an imaginary dividing line, drawn north to south, through the Atlantic
Ocean. All lands to the west of the line, known as the Line of Demarcation, would
be Spain’s. These lands included most of the Americas. All lands to the east of the
line would belong to Portugal.
Portugal complained that the line gave too much to Spain. So it was moved far-
ther west to include parts of modern-day Brazil for the Portuguese. In 1494, Spain
and Portugal signed the Treaty of Tordesillas , in which they agreed to honor the
line. The era of exploration and colonization was about to begin in earnest. B,
Trading Empires in the Indian Ocean
With da Gama’s voyage, Europeans had finally opened direct sea trade with Asia.
They also opened an era of violent conflict in the East. European nations scram-
bled to establish profitable trading outposts along the shores of South and
Southeast Asia. And all the while they battled the region’s inhabitants, as well as
each other.
Portugal's Trading Empire In the years following da Gama’s voyage, Portugal
built a bustling trading empire throughout the Indian Ocean. As the Portuguese
moved into the region, they took control of the spice trade from Muslim merchants.
In 1509, Portugal extended its control over the area when it defeated a Muslim fleet
off the coast of India, a victory made possible by the cannons they had added
aboard their ships.
Portugal strengthened its hold on the region by building a fort at Hormuz in
1514. It established control of the Straits of Hormuz, connecting the Persian Gulf
and Arabian Sea, and helped stop Muslim traders from reaching India.
In 1510, the Portuguese captured Goa, a port city on India’s west coast. They
made it the capital of their trading empire. They then sailed farther east to
Indonesia, also known as the East Indies. In 1511, a Portuguese fleet attacked the
city of Malacca on the west coast of the Malay Peninsula. In capturing the town,
the Portuguese seized control of the Strait of Malacca. Seizing this waterway gave
them control of the Moluccas. These were islands so rich in spices that they
became known as the Spice Islands.
In convincing his crew to attack Malacca, Portuguese sea captain Afonso de
Albuquerque stressed his country’s intense desire to crush the Muslim-Italian dom-
ination over Asian trade:
PRI MARY SOU RCE £>
If we deprive them [Muslims] of this their ancient market there, there
does not remain for them a single port in the whole of these parts,
where they can carry on their trade in these things. ... I hold it as very
certain that if we take this trade of Malacca away out of their hands,
Cairo and Mecca are entirely ruined, and to Venice will no spiceries . . .
[be] . . . conveyed except that which her merchants go and buy in
Portugal.
AFONSO DE ALBUQUERQUE, from The Commentaries of the
Great Afonso Dalbuquerque
Portugal did break the old Muslim-Italian domination on trade from the
East, much to the delight of European consumers. Portuguese merchants brought
back goods from Asia at about one-fifth of what they cost when purchased through
the Arabs and Italians. As a result, more Europeans could afford these items.
An Age of Explorations and Isolation 533
NETHERLANDS
| EUROPE
Beijing
OTTOMAN
EMPIRE
Kyoto
lagasaki
Madeira
Hormuz
*St. Louis
{ioree Is.
Gambia ,
GOLD
COAST,
Fernando Po
lalacca
Strait of
Malacca \ i.
SUMATRA
Luanda
INDIAN
OCEAN
ANGOLA
Mozambique 1
MADAGASCAR
^Mauritius
Bourbon
(Reunion) q
Ft. Dauphine
Europeans in the East, 1487-1700
INTERACTIVE
European
territories
■ Dutch
■ English
■I French
G 3 Portuguese
■ Spanish
European
trading posts
£ Dutch
£ English
£ French
d Portuguese
£ Spanish
Dias's route
Aug. 1487- Feb. 1488
Da Gama's route
July 1497-May 1498
Azores , PORTUGAL S
FORMOSA
M/A -aT*
Arabian Q oa y
Sea Calicut £ i Madras Manil
l-UKIVIU
■ (TAIWAN]
Macau
<t Madras ManiljfA
f, Pondicherry 1 .. 1
sri ft. & *
PA CIFIC
OCEAN
MOLUCCAS
r IVIULUt
(SPICE IS
Cape
Verde Is.
0° Equator
/ ATLANTIC
OCEAN
Tropic of Capricorn
Cape of
Good Hope
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Place Why would a fort at Hormuz help the Portuguese to stop trade between the
Arabian Peninsula and India?
2. Region Where was the Dutch influence the greatest?
In time, Portugal’s success in Asia attracted the attention of other European
nations. As early as 1521, a Spanish expedition led by Ferdinand Magellan arrived
in the Philippines. Spain claimed the islands and began settling them in 1565. By
the early 1600s, the rest of Europe had begun to descend upon Asia. They wanted
to establish their own trade empires in the East.
Other Nations Challenge the Portuguese Beginning around 1600, the English
and Dutch began to challenge Portugal’s dominance over the Indian Ocean trade.
The Dutch Republic, also known as the Netherlands, was a small country situated
along the North Sea in northwestern Europe. Since the early 1500s, Spain had
ruled the area. In 1581, the people of the region declared their independence from
Spain and established the Dutch Republic.
In a short time, the Netherlands became a leading sea power. By 1600, the Dutch
owned the largest fleet of ships in the world — 20,000 vessels. Pressure from Dutch
and also English fleets eroded Portuguese control of the Asian region. The Dutch
and English then battled one another for dominance of the area.
Both countries had formed an East India Company to establish and direct trade
throughout Asia. These companies had the power to mint money, make treaties, and
even raise their own armies. The Dutch East India Company was richer and more
powerful than England’s company. As a result, the Dutch eventually drove out the
English and established their dominance over the region. B/
Dutch Trade Outposts In 1619, the Dutch established their trading headquarters
at Batavia on the island of Java. From there, they expanded west to
MAIN IDEA
Analyzing Issues
& How were the
Dutch able to domi-
nate the Indian
Ocean trade?
534 Chapter 19
MATNMDEA
Recognizing
Effects
E/ How did the
arrival of Europeans
affect the peoples
of the East in
general?
conquer several nearby islands. In addition, the Dutch
seized both the port of Malacca and the valuable Spice
Islands from Portugal. Throughout the 1600s, the
Netherlands increased its control over the Indian Ocean
trade. With so many goods from the East traveling to the
Netherlands, the nation’s capital, Amsterdam, became a
leading commercial center. By 1700, the Dutch ruled much
of Indonesia and had trading posts in several Asian coun-
tries. They also controlled the Cape of Good Hope on the
southern tip of Africa, which was used as a resupply stop.
British and French Traders By 1700 also, Britain and
France had gained a foothold in the region. Having failed to
win control of the larger area, the English East India Company
focused much of its energy on establishing outposts in India.
There, the English developed a successful business trading
Indian cloth in Europe. In 1664, France also entered the Asia
trade with its own East India Company. It struggled at first, as
it faced continual attacks by the Dutch. Eventually, the French
company established an outpost in India in the 1720s.
However, it never showed much of a profit.
As the Europeans battled for a share of the profitable
Indian Ocean trade, their influence inland in Southeast Asia
remained limited. European traders did take control of
many port cities in the region. But their impact rarely spread
beyond the ports. From 1500 to about 1800, when
Europeans began to conquer much of the region, the peo-
ples of Asia remained largely unaffected by European con-
tact. As the next two sections explain, European traders who
sailed farther east to seek riches in China and Japan had
even less success in spreading Western culture, e.
Connect ^Today
Trading Partners
Global trade is important to the
economies of Asian countries now
just as it was when the region first
began to export spices, silks, and
gems centuries ago. Today, a variety
of products, including automobiles
and electronic goods, as well as tea
and textiles, are shipped around the
world. (Hong Kong harbor is
pictured.)
Regional trade organizations help
to strengthen economic cooperation
among Asian nations and promote
international trade. They include the
Association of Southeast Asian
Nations (ASEAN) and the South Asian
Association for Regional Cooperation
(SAARC).
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Bartolomeu Dias • Prince Henry • Vasco da Gama • Treaty of Tordesillas • Dutch East India Company
USING YOUR NOTES
2. Which event in the European
exploration of the East is the
most significant? Explain with
references from the text.
MAIN IDEAS
3. What role did the Renaissance
play in launching an age of
exploration?
4. What was Prince Henry's goal
and who actually achieved it?
CRITICAL THINKING & WRITING
6. MAKING INFERENCES What did the Treaty of Tordesillas
reveal about Europeans' attitudes toward non-European
lands and peoples?
7. ANALYZING MOTIVES What were the motives behind
European exploration in the 1400s? Explain.
1400
1300
5. What European countries were
competing for Asian trade
during the age of exploration?
8. RECOGNIZING EFFECTS In what ways did Europeans owe
some of their sailing technology to other peoples?
9. WRITING ACTIVITY | SCIENCE AND TECHNOLOGY | Review "The
Tools of Exploration" on page 531. Write a one-paragraph
opinion piece on which technological advancement was
the most important for European exploration.
CONNECT TO TODAY
WRITING A DESCRIPTION
Research the Global Positioning System (GPS). Then write a brief description of
this modern navigation system.
An Age of Explorations and Isolation 535
China Limits European Contacts
MAIN IDEA
J
WHY IT MATTERS NOW
TERMS & NAMES
CULTURAL INTERACTION
Advances under the Ming and
Qing dynasties left China
uninterested in European
contact.
China's independence from the
West continues today, even as it
forges new economic ties with
the outside world.
• Ming
Dynasty
• Hongwu
• Yonglo
• Zheng He
Manchus
Qing
Dynasty
Kangxi
i
SETTING THE STAGE The European voyages of exploration had led to oppor-
tunities for trade. Europeans made healthy profits from trade in the Indian Ocean
region. They began looking for additional sources of wealth. Soon, European
countries were seeking trade relationships in East Asia, first with China and later
with Japan. By the time Portuguese ships dropped anchor off the Chinese coast
in 1514, the Chinese had driven out their Mongol rulers and had united under a
new dynasty.
TAKING NOTES
Summarizing Use a chart
to summarize relevant
facts about each
emperor.
China Under the Powerful Ming Dynasty
China had become the dominant power in Asia under the Ming Dynasty
(1368-1644). In recognition of China’s power, vassal states from Korea to
Southeast Asia paid their Ming overlords regular tribute, which is a payment by
one country to another to acknowledge its submission. China expected
Europeans to do the same. Ming rulers were not going to allow outsiders from
distant lands to threaten the peace and prosperity the Ming had brought to China
when they ended Mongol rule.
The Rise of the Ming A peasant’s son, Hongwu . commanded the rebel army
that drove the Mongols out of China in 1368. That year, he became the first Ming
emperor. Hongwu continued to rule from the former Yuan capital of Nanjing in
the south. (See the map on page 527.) He began reforms designed to restore agri-
cultural lands devastated by war, erase all traces of the Mongol past, and promote
China’s power and prosperity. Hongwu ’s agricultural reforms increased rice pro-
duction and improved irrigation. He also encouraged fish farming and growing
commercial crops, such as cotton and sugar cane.
Hongwu used respected traditions and institutions to bring stability to China.
For example, he encouraged a return to Confucian moral standards. He improved
imperial administration by restoring the merit-based civil service examination
system. Later in his rule, however, when problems developed, Hongwu became
a ruthless tyrant. Suspecting plots against his rule everywhere, he conducted
purges of the government, killing thousands of officials.
Hongwu ’s death in 1398 led to a power struggle. His son Yong lo (yung*lu)
emerged victorious. Yonglo continued many of his father’s policies, although he
moved the royal court to Beijing. (See the Forbidden City feature on page 538.)
▼ Porcelain vase
from the
Ming Dynasty
536 Chapter 19
◄ Zheng He's
treasure ship
compared with
Christopher
Columbus's
Santa Maria
MAIN IDEA
Making Inferences
& What do you
think the people
of other countries
thought about
China after one of
Zheng He's visits?
Yonglo also had a far-ranging curiosity about the outside world. In 1405, before
Europeans began to sail beyond their borders, he launched the first of seven voy-
ages of exploration. He hoped they would impress the world with the power and
splendor of Ming China. He also wanted to expand China’s tribute system.
The Voyages of Zheng He A Chinese Muslim admiral named Zheng He ( jung
huh) led all of the seven voyages. His expeditions were remarkable for their size.
Everything about them was large — distances traveled, fleet size, and ship mea-
surements. The voyages ranged from Southeast Asia to eastern Africa. From 40 to
300 ships sailed in each expedition. Among them were fighting ships, storage ves-
sels, and huge “treasure” ships measuring more than 400 feet long. The fleet’s
crews numbered over 27,000 on some voyages. They included sailors, soldiers, car-
penters, interpreters, accountants, doctors, and religious leaders. Like a huge float-
ing city, the fleet sailed from port to port along the Indian Ocean.
Everywhere Zheng He went, he distributed gifts including silver and silk to show
Chinese superiority. As a result, more than 16 countries sent tribute to the Ming
court. Even so, Chinese scholar-officials complained that the voyages wasted valu-
able resources that could be used to defend against barbarians’ attacks on the north-
ern frontier. After the seventh voyage, in 1433, China withdrew into isolation. Ay
Ming Relations with Foreign Countries China’s official trade policies in the
1500s reflected its isolation. To keep the influence of outsiders to a minimum, only
the government was to conduct foreign trade, and only through three coastal ports,
Canton, Macao, and Ningbo. In reality, trade flourished up and down the coast.
Profit-minded merchants smuggled cargoes of silk, porcelain, and other valuable
goods out of the country into the eager hands of European merchants. Usually,
Europeans paid for purchases with silver, much of it from mines in the Americas.
Demand for Chinese goods had a ripple effect on the economy. Industries such
as silk-making and ceramics grew rapidly. Manufacturing and commerce
increased. But China did not become highly industrialized for two main reasons.
First, the idea of commerce offended China’s Confucian beliefs. Merchants, it was
said, made their money “supporting foreigners and robbery.” Second, Chinese eco-
nomic policies traditionally favored agriculture. Taxes on agriculture stayed low.
Taxes on manufacturing and trade skyrocketed.
Christian missionaries accompanied European traders into China. They brought
Christianity and knowledge of European science and technology, such as the clock.
The first missionary to have an impact was an Italian Jesuit named Matteo Ricci. He
An Age of Explorations and Isolation 537
History Depth
The Moat
The Moat
The Forbidden City
When Yonglo moved the Chinese capital to Beijing,
he ordered the building of a great palace complex to
symbolize his power and might. Construction took
14 years, from 1406 to 1420. Red walls 35 feet in
height surrounded the complex, which had dozens
of buildings, including palaces and temples. The
complex became known as the Forbidden City because
commoners and foreigners were not allowed to enter.
▲ Hall of Supreme Harmony
Taihe Hall, or the Hall of Supreme Harmony, is the largest
building in the compound. It measures 201 by 122 feet and
stands about 125 feet high. This hall was used for important
ceremonies, such as those marking the emperor's birthday or
the day the crown prince took the throne.
▲ Hall of Central Harmony
Zhonge Hall, or the Hall of Central Harmony, was a smaller
square building between the two main halls. It was a sort
of private office where the emperor could stop to rest on
his way to ceremonies.
T Nine-Dragon Wall
This wall, or screen, of glazed tiles shows nine dragons playing
with pearls against a background of sea and sky. From ancient
times, the dragon was the symbol of the imperial family. This is
the largest of three famous nine-dragon screens that exist in China.
SKILLBUILDER: Interpreting Visuals
1. Analyzing Motives Why do you think the emperor wanted to
keep common people out of the Forbidden City?
2. Drawing Conclusions What aspects of the Forbidden City
helped to convey the power of the emperor ?
538 Chapter 19
MAIN IDEA
Making Inferences
|> Why do you
think the kowtow
ritual was so impor-
tant to the Chinese
emperor?
gained special favor at the Ming court through his intelli-
gence and fluency in Chinese. Still, many educated Chinese
opposed the European and Christian presence.
Manchus Found the Qing Dynasty
By 1600, the Ming had ruled for more than 200 years, and the
dynasty was weakening. Its problems grew — ineffective
rulers, corrupt officials, and a government that was out of
money. Higher taxes and bad harvests pushed millions of
peasants toward starvation. Civil strife and rebellion followed.
Northeast of the Great Wall lay Manchuria. In 1644, the
Manchus (MAN*chooz), the people of that region, invaded
China and the Ming Dynasty collapsed. The Manchus
seized Beijing, and their leader became China’s new
emperor. As the Mongols had done in the 1300s, the
Manchus took a Chinese name for their dynasty, the Qing
(chihng) Dynasty . They would rule for more than 260 years
and expand China’s borders to include Taiwan, Chinese
Central Asia, Mongolia, and Tibet.
China Under the Qing Many Chinese resisted rule by the
non-Chinese Manchus. Rebellions flared up periodically for
decades. The Manchus, however, slowly earned the people’s
respect. They upheld China’s traditional Confucian beliefs
and social structures. They made the country’s frontiers safe
and restored China’s prosperity. Two powerful Manchu rulers
contributed greatly to the acceptance of the new dynasty.
The first, Kang xi (kahng*shee), became emperor in 1661
and ruled for some 60 years. He reduced government
expenses and lowered taxes. A scholar and patron of the arts,
Kangxi gained the support of intellectuals by offering them
government positions. He also enjoyed the company of the
Jesuits at court. They told him about developments in sci-
ence, medicine, and mathematics in Europe. Under his
(chyahndung), who ruled from 1736 to 1795, China reached its greatest size and
prosperity. An industrious emperor like his grandfather, Qian-long often rose at
dawn to work on the empire’s problems. These included armed nomads on its bor-
ders and the expanding presence of European missionaries and merchants in China.
Manchus Continue Chinese Isolation To the Chinese, their country — called the
Middle Kingdom — had been the cultural center of the universe for 2,000 years. If
foreign states wished to trade with China, they would have to follow Chinese rules.
These rules included trading only at special ports and paying tribute.
The Dutch were masters of the Indian Ocean trade by the time of Qian-long.
They accepted China’s restrictions. Their diplomats paid tribute to the emperor
through gifts and by performing the required “kowtow” ritual. This ritual involved
kneeling in front of the emperor and touching one’s head to the ground nine times.
As a result, the Chinese accepted the Dutch as trading partners. The Dutch returned
home with traditional porcelains and silk, as well as a new trade item, tea. By 1800,
tea would make up 80 percent of shipments to Europe. 8/
Great Britain also wanted to increase trade with China. But the British did not
like China’s trade restrictions. In 1793, Lord George Macartney delivered a letter
from King George III to Qian-long. It asked for a better trade arrangement,
History Makers
Kangxi
1654-1722
The emperor Kangxi had too much
curiosity to remain isolated in the
Forbidden City. To calm the Chinese
in areas devastated by the Manchu
conquest, Kangxi set out on a series
of "tours."
On tours I learned about the
common people s grievances by
talking with them. ... I asked
peasants about their officials,
looked at their houses, and
discussed their crops.
In 1696, with Mongols threatening
the northern border, Kangxi exhibited
leadership unheard of in later Ming
times. Instead of waiting in the
palace for reports, he personally led
80,000 troops to victory over the
Mongols.
L ;
grandson Qian-long
An Age of Explorations and Isolation 539
including Chinese acceptance of British manufactured goods. Macartney refused
to kowtow, and Qian-long denied Britain’s request. As the emperor made clear in a
letter to the king, China was self-sufficient and did not need the British:
PRIMARY SOURCE
There is nothing we lack, as your principal envoy and others have themselves observed.
We have never set much store on strange or ingenious objects, nor do we need any
more of your country's manufactures.
QIAN-LONG, from a letter to King George III of Great Britain
In the 1800s, the British, Dutch, and others would attempt to chip away at China’s
trade restrictions until the empire itself began to crack, as Chapter 28 will describe.
Korea Under the Manchus In 1636, even before they came to power in China,
the Manchus conquered nearby Korea and made it a vassal state. Although Korea
remained independent it existed in China’s shadow. Koreans organized their gov-
ernment according to Confucian principles. They also adopted China’s technology,
its culture, and especially its policy of isolation.
When the Manchus established the Qing dynasty, Korea’s political relationship
with China did not change. But Korea’s attitude did. The Manchu invasion, com-
bined with a Japanese attack in the 1590s, provoked strong feelings of nationalism
in the Korean people. This sentiment was most evident in their art. Instead of tra-
ditional Chinese subjects, many artists chose to show popular Korean scenes.
China's Population Boom
China's population grew dramatically
from 1650 to 1900. General peace and
increased agricultural productivity were
the causes.
SKILLBUILDER: Interpreting Graphs
Comparing By what percentage did
China's population increase between
1 650 and 1900?
A A Chinese family prepares for a wedding in the 1800s.
The Growth of
Early Modern China
snn
J 400
E
s=
C
■j= 300
J2
3
Q-
£
200
1 uu
1650 1700 1750 1800 1850 1900
540 Chapter 19
Vocabulary
A midwife is a
woman trained to
assist women in
childbirth.
MAIN IDEA
Making Inferences
£/ What was
the effect of the
emphasis on
tradition in early
modern China?
Life in Ming and Qing China
In the 1600s and 1700s, there was general peace and prosperity in
China. Life improved for most Chinese.
Families and the Role of Women Most Chinese families had farmed
the land the same way their ancestors had. However, during the Qing
Dynasty, irrigation and fertilizer use increased. Farmers grew rice and
new crops, such as corn and sweet potatoes, brought by Europeans from
the Americas. As food production increased, nutrition improved and
families expanded. A population explosion followed.
These expanded Chinese families favored sons over daughters. Only
a son was allowed to perform vital religious rituals. A son also would
raise his own family under his parents’ roof, assuring aging parents of
help with the farming. As a result, females were not valued, and many
female infants were killed. Although men dominated the household and
their wives, women had significant responsibilities. Besides working in
the fields, they supervised the children’s education and managed the
family’s finances. While most women were forced to remain secluded in their
homes, some found outside jobs such as working as midwives or textile workers.
Cultural Developments The culture of early modern China was based mainly on
traditional forms. The great masterpiece of traditional Chinese fiction was written
during this period. Dream of the Red Chamber by Cao Zhan examines upper class
Manchu society in the 1700s. Most artists of the time painted in traditional styles,
which valued technique over creativity. In pottery, technical skill as well as exper-
imentation led to the production of high-quality ceramics, including porcelain.
Drama was a popular entertainment, especially in rural China where literacy rates
were low. Plays that presented Chinese history and cultural heroes entertained and
also helped unify Chinese society by creating a national culture. C j
While China preserved its traditions in isolation, another civilization that devel-
oped in seclusion — the Japanese — was in conflict, as you will read in Section 3.
a These 12th-
century Chinese
women work
outside the home
making silk.
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Ming Dynasty • Hongwu • Yonglo • Zheng He • Manchus • Qing Dynasty
• Kangxi
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which of these emperors was
most influential? Explain with
text references.
3 . How did Beijing become the
capital of China?
4 . What evidence indicates that
China lost interest in contacts
abroad after 1433?
5. What did Christian missionaries
bring to China?
6. MAKING DECISIONS Do you think Lord George Macartney
should have kowtowed to Emperor Qian-long? Why?
7. ANALYZING CAUSES What factors, both within China and
outside its borders, contributed to the downfall of the
Ming Dynasty?
8. DRAWING CONCLUSIONS What was Korea's relationship
with China under the Qing Dynasty?
9. WRITING ACTIVITY | CULTURAL INTERACTION Choose one
emperor of China and write a one-paragraph biography
using the information you listed in your Taking Notes
chart and from the text.
CONNECT TO TODAY
WRITING AN ESSAY
Learn more about popular culture in China today. Then write a two-paragraph expository
essay on some form of popular entertainment in the arts or sports.
An Age of Explorations and Isolation 541
Japan Returns to Isolation
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
ECONOMICS The Tokugawa
Even now, Japan continues to
• daimyo
• Tokugawa
regime unified Japan and began
limit and control dealings with
• Oda
Shogunate
250 years of isolation, autocracy,
foreigners, especially in the area
Nobunaga
• haiku
and economic growth.
of trade.
• Toyotomi
• kabuki
Hideyoshi
SETTING THE STAGE In the 1300s, the unity that had been achieved in Japan
in the previous century broke down. Shoguns, or military leaders, in the north and
south fiercely fought one another for power. Although these two rival courts later
came back together at the end of the century, a series of politically weak shoguns
let control of the country slip from their grasp. The whole land was torn by fac-
tional strife and economic unrest. It would be centuries before Japan would again
be unified.
TAKING NOTES
Comparing Use a chart
to compare the
achievements of the
daimyos who unified
Japan.
Daiwifo
dch/eveMerfs
A New Feudalism Under Strong Leaders
In 1467, civil war shattered Japan’s old feudal system. The country collapsed into
chaos. Centralized rule ended. Power drained away from the shogun to territorial
lords in hundreds of separate domains.
Local Lords Rule A violent era of disorder followed. This time in Japanese his-
tory, which lasted from 1467 to 1568, is known as the Sengoku, or “Warring
States,” period. Powerful samurai seized control of old feudal estates. They
offered peasants and others protection in return for their loyalty. These warrior-
chieftains, called daimyo (DY*mee*OH), became lords in a new kind of Japanese
feudalism. Daimyo meant “great name.” Under this system, security came from
this group of powerful warlords. The emperor at Kyoto became a figurehead,
having a leadership title but no actual power.
The new Japanese feudalism resembled European feudalism in many ways.
The daimyo built fortified castles and created small armies of samurai on horses.
Later they added foot soldiers with muskets (guns) to their ranks. Rival daimyo
often fought each other for territory. This led to disorder throughout the land.
New Leaders Restore Order A number of ambitious daimyo hoped to gather
enough power to take control of the entire country. One, the brutal and ambitious
Oda Nobunag a (oh*dah noh*boo*nah*gah), defeated his rivals and seized the
imperial capital Kyoto in 1568.
Following his own motto “Rule the empire by force,” Nobunaga sought to
eliminate his remaining enemies. These included rival daimyo as well as wealthy
Buddhist monasteries aligned with them. In 1575, Nobunaga’s 3,000 soldiers
armed with muskets crushed an enemy force of samurai cavalry. This was the
first time firearms had been used effectively in battle in Japan. However,
Samurai armor,
16th c. ▼
542 Chapter 19
Hokkaido
Land controlled byTokugawa
or related households
Five highways
Daimyo boundary
Honshu
KOREA
Kyushu
PACIFIC
OCEAN
Shikoku
Nagasaki
400 Kilometers
Japan in the
17th Century
a Himeji Castle, completed in the 17th century, is
near Kyoto.
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1. Place Why might Edo have been a better site for a capital in the 17th century than Kyoto?
2. Region About what percentage of Japan was controlled by Tokugawa or related
households when Tokugawa leyasu took power in the early 1600s?
MAIN IDEA
Drawing
Conclusions
How would the
"alternate atten-
dance policy"
restrict the daimyo?
Nobunaga was not able to unify Japan. He committed seppuku, the ritual suicide
of a samurai, in 1582, when one of his own generals turned on him.
Nobunaga’s best general, Toyotomi Hideyoshi (toh*you*toh*mee hee*deh*yoh*
shee), continued his fallen leader’s mission. Hideyoshi set out to destroy the
daimyo that remained hostile. By 1590, by combining brute force with shrewd
political alliances, he controlled most of the country. Hideyoshi did not stop with
Japan. With the idea of eventually conquering China, he invaded Korea in 1592 and
began a long campaign against the Koreans and their Ming Chinese allies. When
Hideyoshi died in 1598, his troops withdrew from Korea.
Tokugawa Shogunate Unites Japan One of Hideyoshi’s strongest daimyo allies,
Tokugawa leyasu (toh*koo*gah*wah ee*yeh*yah*soo), completed the unification of
Japan. In 1 600, leyasu defeated his rivals at the Battle of Sekigahara. His victory earned
him the loyalty of daimyo throughout Japan. Three years later, leyasu became the sole
ruler, or shogun. He then moved Japan’s capital to his power base at Edo, a small fish-
ing village that would later become the city of Tokyo.
Japan was unified, but the daimyo still governed at the local level. To keep them
from rebelling, leyasu required that they spend every other year in the capital. Even
when they returned to their lands, they had to leave their families behind as
hostages in Edo. Through this “alternate attendance policy” and other restrictions,
leyasu tamed the daimyo. This was a major step toward restoring centralized gov-
ernment to Japan. As a result, the rule of law overcame the rule of the sword. A,
An Age of Explorations and Isolation 543
i-'l
Ieyasu founded the Tokugawa Shogunate . which would hold power until 1 867.
On his deathbed in 1616, Ieyasu advised his son, Hidetada, “Take care of the peo-
ple. Strive to be virtuous. Never neglect to protect the country.” Most Tokugawa
shoguns followed that advice. Their rule brought a welcome order to Japan.
Life in Tokugawa Japan
Japan enjoyed more than two and a half centuries of stability, prosperity, and iso-
lation under the Tokugawa shoguns. Farmers produced more food, and the popula-
tion rose. Still, the vast majority of peasants, weighed down by heavy taxes, led
lives filled with misery. The people who prospered in Tokugawa society were the
merchant class and the wealthy. However, everyone, rich and poor alike, benefited
from a flowering of Japanese culture during this era.
Society in Tokugawa Japan Tokugawa society was very structured. (See
Feudalism feature on page 361.) The emperor had the top rank but was just a fig-
urehead. The actual ruler was the shogun, who was the supreme military comman-
der. Below him were the daimyo, the powerful landholding samurai. Samurai
warriors came next. The peasants and artisans followed them. Peasants made up
about four-fifths of the population. Merchants were at the bottom, but they gradu-
ally became more important as the Japanese economy expanded.
In Japan, as in China, Confucian values influenced ideas about society. According
to Confucius, the ideal society depended on agriculture, not commerce. Farmers, not
merchants, made ideal citizens. In the real world of Tokugawa Japan, however, peas-
ant farmers bore the main tax burden and faced more difficulties than any other class.
Many of them abandoned farm life and headed for the expanding towns and cities.
There, they mixed with samurai, artisans, and merchants.
By the mid- 1700s, Japan began to shift from a rural to an urban society. Edo had
grown from a small village in 1600 to perhaps the largest city in the world. Its popu-
lation was more than 1 million. The rise of large commercial centers also increased
employment opportunities for women. Women found jobs in entertainment, textile
manufacturing, and publishing. Still, the majority of Japanese women led sheltered
and restricted lives as peasant wives. They worked in the fields, managed the house-
hold, cared for the children, and each woman obeyed her husband without question.
Culture Under the Tokugawa Shogunate Traditional culture continued to thrive.
Samurai attended ceremonial noh dramas, which were based on tragic themes. They
read tales of ancient warriors and their courage in battle. In their homes, they hung
paintings that showed scenes from classical literature. But traditional entertainment
faced competition in the cities from new styles of literature, drama, and art.
Townspeople read a new type of fiction, realistic stories about self-made mer-
chants or the hardships of life. The people also read haiku (HY*koo), 5-7-5-sylla-
ble, 3 -line verse poetry. This poetry presents images rather than ideas. For example,
Matsuo Basho, the greatest haiku poet, wrote before his death in 1694:
PRI MARY SOU RCE §/
On a journey, ailing—
My dreams roam about
Over a withered moor.
MATSUO BASHO, from Matsuo Basho
Tabi ni yande
Yume wa Kareno o
Kakemeguru
MATSUO BASHO, in Japanese
Townspeople also attended kabuki theater. Actors in elaborate costumes, using
music, dance, and mime, performed skits about modern life. The paintings the peo-
ple enjoyed were often woodblock prints showing city life.
Vocabulary
A shogunate is the
administration or
rule of a shogun.
Analyzing Primary
Sources
How is Matsuo
Basho's haiku a
poem about death?
544 Chapter 19
Connect /©Today
Kabuki Theater
Kabuki is a traditional form of Japanese
theater. It makes use of extravagant
costumes, masklike makeup, and
exaggerated postures and gestures. The
illustrations to the right show a
contemporary actor and a 19th-century
performer playing warriors.
Although kabuki was created by a
woman, all roles, both male and female,
are performed by men. Kabuki plays are
about grand historical events or the
everyday life of people in Tokugawa
Japan.
For 400 years, kabuki has provided
entertainment for the Japanese people.
And more recently, kabuki has been
performed for audiences around the
world, including the United States. Major
centers for kabuki theater in Japan are
Tokyo, Kyoto, and Osaka.
j
MAIN IDEA
Analyzing Motives
C/Why did
Europeans want
to open trade
with Japan?
Contact Between Europe and Japan
Europeans began coming to Japan in the 16th century, during the Warring States
period. Despite the severe disorder in the country, the Japanese welcomed traders
and missionaries, from Portugal and, later, other European countries. These new-
comers introduced fascinating new technologies and ideas. Within a century, how-
ever, the aggressive Europeans had worn out their welcome.
Portugal Sends Ships, Merchants, and Technology to Japan The Japanese
first encountered Europeans in 1543, when shipwrecked Portuguese sailors washed
up on the shores of southern Japan. Portuguese merchants soon followed. They
hoped to involve themselves in Japan’s trade with China and Southeast Asia. The
Portuguese brought clocks, eyeglasses, tobacco, firearms, and other unfamiliar
items from Europe. Japanese merchants, eager to expand their markets, were happy
to receive the newcomers and their goods. Cj
The daimyo, too, welcomed the strangers. They were particularly interested in
the Portuguese muskets and cannons, because every daimyo sought an advantage
over his rivals. One of these warlords listened intently to a Japanese observer’s
description of a musket:
PRIMARY SOURCE
In their hands they carried something two or three feet long, straight on the outside
with a passage inside, and made of a heavy substance. . . . This thing with one blow can
smash a mountain of silver and a wall of iron. If one sought to do mischief in another
man's domain and he was touched by it, he would lose his life instantly.
ANONYMOUS JAPANESE WRITER, quoted in Sources of Japanese Tradition (1958)
The Japanese purchased weapons from the Portuguese and soon began their own
production. Firearms forever changed the time-honored tradition of the Japanese
warrior, whose principal weapon had been the sword. Some daimyo recruited and
trained corps of peasants to use muskets. Many samurai, who retained the sword as
their principal weapon, would lose their lives to musket fire in future combat.
An Age of Explorations and Isolation 545
▼ Japanese
merchants and
Jesuit missionaries
await the arrival of
a Portuguese ship
at Nagasaki in
the 1500s in this
painting on wood
panels.
The cannon also had a huge impact on warfare and life in Japan. Daimyo had to
build fortified castles to withstand the destructive force of cannonballs. (See the
photograph of Himeji Castle on page 543.) The castles attracted merchants, artisans,
and others to surrounding lands. Many of these lands were to grow into the towns
and cities of modern Japan, including Edo (Tokyo), Osaka, Himeji, and Nagoya.
Christian Missionaries in Japan In 1549, Christian missionaries began arriving
in Japan. The Japanese accepted the missionaries in part because they associated
them with the muskets and other European goods that they wanted to purchase.
However, the religious orders of Jesuits, Franciscans, and Dominicans came to
convert the Japanese.
Francis Xavier, a Jesuit, led the first mission to Japan. He wrote that the
Japanese were “very sociable. . . and much concerned with their honor, which they
prize above everything else.” Francis Xavier baptized about a hundred converts
before he left Japan. By the year 1600, other European missionaries had converted
about 300,000 Japanese to Christianity.
The success of the missionaries upset Tokugawa Ieyasu. He found aspects of the
Christian invasion troublesome. Missionaries, actively seeking converts, scorned
traditional Japanese beliefs and sometimes involved themselves in local politics. At
first, Ieyasu did not take any action. He feared driving off the Portuguese, English,
Spanish, and Dutch traders who spurred Japan’s economy. By 1612, however, the
shogun had come to fear religious uprisings more. He banned Christianity and
focused on ridding his country of all Christians.
Ieyasu died in 1616, but repression of Christianity continued off and on for the
next two decades under his successors. In 1637, the issue came to a head. An upris-
ing in southern Japan of some 30,000 peasants, led by dissatisfied samurai, shook
the Tokugawa shogunate. Because so many of the rebels were Christian, the shogun
decided that Christianity was at the root of the rebellion. After that, the shoguns
ruthlessly persecuted Christians. European missionaries were killed or driven out
of Japan. All Japanese were forced to demonstrate faithfulness to some branch of
Buddhism. These policies eventually eliminated Christianity in Japan and led to the
formation of an exclusion policy, fi/
MAIN IDEA
Comparing
B/ How was the
treatment of
Europeans different
in Japan and China?
How was it similar?
The Closed Country Policy
The persecution of Christians was part of an attempt to con-
trol foreign ideas. When Europeans first arrived, no central
authority existed to contain them. The strong leaders who
later took power did not like the introduction of European
ideas and ways, but they valued European trade. As time
passed, the Tokugawa shoguns realized that they could
safely exclude both the missionaries and the merchants. By
1639, they had sealed Japan’s borders and instituted a
“closed country policy.”
Japan in Isolation Most commercial contacts with
Europeans ended. One port, Nagasaki, remained open to
foreign traders. But only Dutch and Chinese merchants
were allowed into the port. Earlier, the English had left
Japan voluntarily; the Spanish and the Portuguese had been
expelled. Since the Tokugawa shoguns controlled Nagasaki,
they now had a monopoly on foreign trade, which continued
to be profitable.
For more than 200 years, Japan remained basically
closed to Europeans. In addition, the Japanese were forbid-
den to leave, so as not to bring back foreign ideas. Japan
would continue to develop, but as a self-sufficient country,
free from European attempts to colonize or to establish their
presence.
Europeans had met with much resistance in their efforts
to open the East to trade. But expansion to the West, in the
Americas, as you will learn in Chapter 20, would prove
much more successful for European traders, missionaries,
and colonizers.
History/// Depth
Zen Buddhism
The form of Buddhism that had the
greatest impact on Japanese culture
was Zen Buddhism. It especially
influenced the samurai.
Zen Buddhists sought spiritual
enlightenment through meditation.
Strict discipline of mind and body was
the Zen path to wisdom. Zen monks
would sit in meditation for hours, as
shown in the sculpture above. If they
showed signs of losing concentration,
a Zen master might shout at them or
hit them with a stick.
,T. J
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• daimyo • Oda Nobunaga • Toyotomi Hideyoshi • Tokugawa Shogunate • haiku • kabuki
USING YOUR NOTES
2. Which contribution by a
daimyo was the most
significant? Why?
Daiwifo
Ach/eveMetrts
MAIN IDEAS
3. What happened during the
period of the "Warring States"?
CRITICAL THINKING & WRITING
6. DRAWING CONCLUSIONS Why do you think that the
emperor had less power than a shogun?
4. What was the structure of
society in Tokugawa Japan?
7. ANALYZING CAUSES Why did the Japanese policy toward
Christians change from acceptance to repression?
5. What were the new styles of
drama, art, and literature in
Tokugawa Japan?
8. FORMING OPINIONS Do you think Japan's closed country
policy effectively kept Western ideas and customs out of
Japan?
9. WRITING ACTIVITY CULTURAL INTERACTION | Write a two-
paragraph comparison of the similarities and differences
between the roles of women in China (discussed on
page 541) and in Japan (page 544).
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY
Use the Internet to find information on the Japanese government
today. Then create an organizational chart showing the structure of
the government.
INTERNET KEYWORD
country profiles
An Age of Explorations and Isolation 547
Chapter 19 Assessment
VISUAL SUMMARY
An Age of Explorations
and Isolation
Explorations
1405 Zheng He of China launches voyages
of exploration to Southeast Asia, India,
Arabia, and eastern Africa.
1500s The Portuguese establish trading
outposts throughout Asia and gain
control of the spice trade.
1600s The Dutch drive out the Portuguese
and establish their own trading empire
in the East. (Below, a Dutch ship is
pictured on a plate made in China for
European trade.)
Europeans sail farther east to China
and Japan in search of more trade;
both nations ultimately reject
European advances.
Isolation
1433 China abandons its voyages of
exploration.
1500s The Chinese severely restrict trade
with foreigners.
1612 Japan outlaws Christianity and drives
out Christian missionaries.
1630s The Japanese institute a "closed
country policy" and remain isolated
from Europe for 200 years.
TERMS & NAMES
For each term or name below, briefly explain its importance to European
exploration and the development of China and Japan.
1. Bartolomeu Dias 6 . Manchus
2. Vasco da Gama 7. Qing dynasty
3. Treaty of Tordesillas 8. Oda Nobunaga
4. Dutch East India Company 9.Toyotomi Hideyoshi
5. Ming dynasty lO.Tokugawa Shogunate
MAIN IDEAS
Europeans Explore the East Section l (pages 529-535)
11. What factors helped spur European exploration?
12. What role did Portugal's Prince Henry play in overseas exploration?
13. What was the significance of Dias's voyage? da Gama's voyage?
14. Why were the Dutch so successful in establishing a trading empire in
the Indian Ocean?
China Limits European Contacts Section 2 (pages 536-541)
15. Why did China not undergo widespread industrialization?
16. What did Christian missionaries bring to China?
17. What are five reasons the Ming Dynasty fell to civil disorder?
Japan Returns to Isolation Section 3 (pages 542-547)
18. Why was the time between 1467 and 1568 called the period of the
"Warring States"?
19. What was the difference between the Confucian ideal of society and
the real society of Japan?
20. How did the Japanese express themselves culturally under the
Tokugawa shoguns?
CRITICAL THINKING
1. USING YOUR NOTES
In a time line, trace the
events that led to Japan's
expulsion of European Christians.
2. RECOGNIZING EFFECTS
How might a Chinese emperor's leadership be affected by living in the
Forbidden City? Explain and support your opinion.
3. ANALYZING ISSUES
1 SCIENCE AND TECHNOLOGY! Of the technological advances that helped spur
European exploration, which do you think was the most important? Why?
4. ANALYZING CAUSES
1 CULTURAL INTERACTION] What caused Japan to institute a policy of isolation?
Defend your viewpoint with text references.
5. SUMMARIZING
I ECONOMICS How did the Manchus earn the respect of the Chinese?
Support your answer with details from the chapter.
548 Chapter 19
> STANDARDS-BASED ASSESSMENT
Use the quotation and your knowledge of world history to
answer questions 1 and 2.
Additional Test Practice, pp. S1-S33
PRIMARY SOURCE
But I was careful not to refer to these Westerners as "Great
Officials," and corrected Governor Liu Yin-shu when he
referred to the Jesuits Regis and Fridelli ... as if they were
honored imperial commissioners. For even though some of
the Western methods are different from our own, and may
even be an improvement, there is little about them that is
new. The principles of mathematics all derive from the
Book of Changes, and the Western methods are Chinese in
origin: this algebra-"A-erh-chu-pa-erh"-springs from an
Eastern word. And though it was indeed the Westerners
who showed us something our ancient calendar experts
did not know— namely how to calculate the angles of the
northern pole— this but shows the truth of what Chu Hsi
arrived at through his investigation of things: the earth is
like the yolk within an egg.
KANGXI, quoted in Emperor of China:
Self-Portrait of K'Ang-Hsi
1. Which phrase best describes Kangxi's thoughts about
Europeans, or "Westerners"?
A. Westerners use methods that are inferior to Chinese methods.
B. Westerners would make good trading partners.
C. Westerners use methods that are based on Chinese methods.
D. There are too many Westerners in China.
2 . What can be inferred about Kangxi's beliefs about China?
A. China needs the assistance of Westerners.
B. China is superior to countries of the West.
C. China has many problems.
D. China is destined to rule the world.
Use this map produced by German cartographer Henricus
Martellus in about 1490 and your knowledge of world
history to answer question 3.
3. Which of these statements about Martellus's map is not
accurate?
A. Martellus shows Europe, Africa, and Asia.
B. Martellus's map includes the oceans.
C. Martellus shows North America.
D. Martellus's map has many ports marked on the western
coast of Africa.
INTEGRATED TECHNOLOGY
TEST PRACTICE Go to classzone.com
• Diagnostic tests • Strategies
• Tutorials • Additional practice
ALTERNATIVE ASSESSMENT
1. Interact with History
On page 528, you decided whether or not you would sail into the
unknown. Now that you have read the chapter, reevaluate your
decision. If you decided to go, did what you read reaffirm your
decision? Why or why not? If you chose not to go, explain what
your feelings are now. Discuss your answers within a small group.
2. |V\ WRITING ABOUT HISTORY
Imagine you are the Jesuit missionary Matteo Ricci. Write an
expository essay describing your impressions of Chinese rule
and culture. Consider the following in the essay:
• Matteo Ricci's values
• Chinese culture as compared with Western Christian culture
INTEGRATED TECHNOLOGY
Planning a Television Special
Use the Internet, books, and other reference
materials to create a script for a television special
"The Voyages of Zheng He." The script should
address the historical context of Zheng He's
voyages and their impact on China and the
lands visited. The script should include narration,
sound, re-creations, and locations. In researching,
consider the following:
• biographical data on Zheng He
• information on the ships, crews, and cargo
• descriptions of the voyages
• music and visuals
An Age of Explorations and Isolation 549
CHAPTER
The Atlantic World,
1492-1800
Previewing Main Ideas
1 CULTURAL INTERACTION | The voyages of Columbus prompted a
worldwide exchange of everything from religious and political ideas to new
foods and plants.
Geography According to the map , what lands were included in the
viceroyalty of New Spain in 7 700?
I ECONOMICS The vast wealth to be had from colonizing the Americas
sealed the fate of millions of Native Americans and Africans who were forced
to work in mines and on plantations.
Geography On which coast of the Americas would enslaved persons from
Africa have arrived?
| EMPIRE BUILDING | Over the span of several centuries, Europeans
conquered the Americas' native inhabitants and built powerful American
empires.
Geography What two major Native American empires did the Spanish
conquer in the sixteenth century?
INTEGRATED TECHNOLOGY
CeEdition
• Interactive Maps
• Interactive Visuals
• Interactive Primary Sources
VIDEO Patterns of Interaction
video series: The Impact of
Potatoes and Sugar
c i
INTERNET RESOURCES
Go to classzone.com for:
Research Links
Internet Activities
Primary Sources
Chapter Quiz
1 Maps
1 Test Practice
1 Current Events
AMEDirAC
1492
1521
Columbus
Cortes con-
makes first
quers Aztec
voyage.
Empire. ►
1533
Pizarro conquers
Incan Empire.
1607
English found
Jamestown.
ATLANTIC
OCEAN
551
Interact
with
History
What might you gain or
lose by joining the fight?
You are a Native American living in central Mexico in 1520. Suddenly you are
faced with a decision that may change your life forever. Invaders, known as the
Spanish, are engaged in a fierce battle with the nearby Aztecs, who are cruel
and harsh rulers. Like many of your people, you hate the powerful Aztecs and
hope for their defeat. The newcomers, however, are equally frightening. They
ride on large beasts and fire loud, deadly weapons. You wonder whether you
should follow the example of your friends and join the fight, or not fight at all.
a This 16th-century painting by an Indian artist depicts a battle on the left between the Aztecs and
Spanish. The right side shows the Spanish with their main Indian allies, the Tlaxcalans.
EXAMINING the ISSUES
• What are the advantages and disadvantages of not fighting?
• Which might be the lesser of two evils— supporting the
Aztecs, whom you know as oppressors, or the fierce
invaders, about whom you know almost nothing?
Discuss these questions with your classmates. In your discussion,
examine whether invading armies throughout history have made
life better or worse for people in the areas they conquer. As you
read about colonization in the Americas, learn the outcome of the
battle between the Aztecs and the Spanish.
552 Chapter 20
Mi
Spain Builds an American Empire
MAIN IDEA | WHY IT MATTERS NOW | TERMS & NAMES
EMPIRE BUILDING The voyages
of Columbus prompted the
Spanish to establish colonies in
the Americas.
Throughout the Americas,
Spanish culture, language, and
descendants are the legacy of
this period.
• Christopher • conquistador
Columbus • Francisco
• colony Pizarro
• Hernando • Atahualpa
Cortes • mestizo
• encomienda
SETTING THE STAGE Competition for wealth in Asia among European
nations was fierce. This competition prompted a Genoese sea captain named
Christopher Columbus to make a daring voyage from Spain in 1492. Instead of
sailing south around Africa and then east, Columbus sailed west across the
Atlantic in search of an alternate trade route to Asia and its riches. Columbus
never reached Asia. Instead, he stepped onto an island in the Caribbean. That
event would bring together the peoples of Europe, Africa, and the Americas.
The Voyages of Columbus
The Nina, Pinta, and Santa Maria sailed out of a Spanish port around dawn on
August 3, 1492. In a matter of months, Columbus’s fleet would reach the shores
of what Europeans saw as an astonishing new world.
First Encounters In the early hours of October 12, 1492, the long-awaited cry
came. A lookout aboard the Pinta caught sight of a shoreline in the distance.
<( Tierra! Tierra! ” he shouted. “Land! Land!” By dawn, Columbus and his crew
were ashore. Thinking he had successfully reached the East Indies, Columbus
called the surprised inhabitants who greeted him, los indios. The term translated
into “Indian,” a word mistakenly applied to all the native peoples of the Americas.
In his journal, Columbus recounted his first meeting with the native peoples:
PRIMARY SOURCE
I presented them with some red caps, and strings of glass beads to wear upon the
neck, and many other trifles of small value, wherewith they were much delighted, and
became wonderfully attached to us. Afterwards they came swimming to the boats
where we were, bringing parrots, balls of cotton thread, javelins, and many other
things which they exchanged for articles we gave them ... in fact they accepted
anything and gave what they had with the utmost good will.
CHRISTOPHER COLUMBUS, Journal of Columbus
TAKING NOTES
Following Chronological
Order Use a diagram to
trace the major events in
the establishment of
Spain's empire in the
Americas.
Columbus had miscalculated where he was. He had not reached the East Indies.
Scholars believe he landed instead on an island in the Bahamas in the Caribbean
Sea. The natives there were not Indians, but a group who called themselves the
Taino. Nonetheless, Columbus claimed the island for Spain. He named it San
Salvador, or “Holy Savior.”
The Atlantic World 553
a Portrait of a
Man Called
Christopher
Columbus
(1519) by
Sebastiano del
Piombo
Columbus, like other explorers, was interested in gold.
Finding none on San Salvador, he explored other islands,
staking his claim to each one. “It was my wish to bypass
no island without taking possession,” he wrote.
In early 1493, Columbus returned to Spain. The reports
he relayed about his journey delighted the Spanish
monarchs. Spain’s rulers, who had funded his first voy-
age, agreed to finance three more trips. Columbus
embarked on his second voyage to the Americas in
September of 1493. He journeyed no longer as an
explorer, but as an empire builder. He commanded a fleet
of some 17 ships that carried over 1,000 soldiers, crew-
men, and colonists. The Spanish intended to transform the
islands of the Caribbean into colonies , or lands that are
controlled by another nation. Over the next two centuries,
other European explorers began sailing across the
Atlantic in search of new lands to claim.
Other Explorers Take to the Seas In 1500, the
Portuguese explorer Pedro Alvares Cabral reached the
shores of modern-day Brazil and claimed the land for his country. A year later,
Amerigo Vespucci (vehs*POOchee), an Italian in the service of Portugal, also trav-
eled along the eastern coast of South America. Upon his return to Europe, he
claimed that the land was not part of Asia, but a “new” world. In 1507, a German
mapmaker named the new continent “America” in honor of Amerigo Vespucci.
In 1519, Portuguese explorer Ferdinand Magellan led the boldest exploration
yet. Several years earlier, Spanish explorer Vasco Nunez de Balboa had marched
through modern-day Panama and had become the first European to gaze upon the
Pacific Ocean. Soon after, Magellan convinced the king of Spain to fund his voy-
age into the newly discovered ocean.
With about 250 men and five ships, Magellan sailed around the southern end of
South America and into the waters of the Pacific. The fleet sailed for months with-
out seeing land, except for some small islands. Food supplies soon ran out.
After exploring the island of Guam, Magellan and his crew eventually reached
the Philippines. Unfortunately, Magellan became involved in a local war there and
was killed. His crew, greatly reduced by disease and starvation, continued sailing
west toward home. Out of Magellan’s original crew, only 18 men and one ship
arrived back in Spain in 1522, nearly three years after they had left. They were the
first persons to circumnavigate, or sail around, the world. A,
MAIN IDEA
Making
Inferences
A/ What was the
significance of
Magellan's voyage?
Spanish Conquests in Mexico
In 1519, as Magellan embarked on his historic voyage, a Spaniard named
Hernando Cortes landed on the shores of Mexico. After colonizing several
Caribbean islands, the Spanish had turned their attention to the American mainland.
Cortes marched inland, looking to claim new lands for Spain. Cortes and the many
other Spanish explorers who followed him were known as conquistadors (con-
querors). Lured by rumors of vast lands filled with gold and silver, conquistadors
carved out colonies in regions that would become Mexico, South America, and the
United States. The Spanish were the first European settlers in the Americas. As a
result of their colonization, the Spanish greatly enriched their empire and left a mark
on the cultures of North and South America that exists today.
554 Chapter 20
GREENLAND
‘ V ~ S ,
ICELAND
Hudson
Bay
Mayflower
FRANCE
PORTUGAL
SPAIN
De Soto*
1539-42 \
Coronado
1540-42
Cabrillo
1542-43
CANARY
ISLANDS
Ponce de Leon
1512-13
It. Augustim
Gulf K X\i
of Mexico I _
Cl
Verrazzano 1524
HISPANIOLA
Cabeza de Vaca '
1535-36
Tenochtitlan
(Mexico City)
Caribbeai
PA C IF I C
OCEAN
Balboa ____
1510-13
Pizarro
1530-33
Vespucci
1499
2,000 Kilometers
Explorers' Routes
Spanish
■*** Portuguese
French
European Exploration of the Americas, 1492-1682
INTERACTIVE J]
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Movement How many different voyages did Columbus make to the Americas?
2. Region Which general region did the Spanish and Portuguese explore? Where did the
English , Dutch, and French explore?
The Atlantic World 555
Native Population of
Central Mexico, 1500-1620
— 1 —
1605: 1.0 million
1500
1540 1580
Year
1620
Source: The Population of Latin
America: A History
SKILLBUILDER: Interpreting Graphs
1 . Drawing Conclusions By what
percentage did the native population
decrease between 1519 and 1605?
2. Making Inferences How did the sharp
decline in the native population , due
greatly to disease , affect the Spaniards 1
attempts to conquer the region?
Cortes Conquers the Aztecs Soon after landing in Mexico,
Cortes learned of the vast and wealthy Aztec Empire in the
region’s interior. (See Chapter 16.) After marching for weeks
through difficult mountain passes, Cortes and his force of
roughly 600 men finally reached the magnificent Aztec capi-
tal of Tenochtitlan (teh*NAWCH*tee*TLAHN). The Aztec
emperor, Montezuma II, was convinced at first that Cortes
was a god wearing armor. He agreed to give the Spanish
explorer a share of the empire’s existing gold supply. The con-
quistador was not satisfied. Cortes admitted that he and his
comrades had a “disease of the heart that only gold can cure.”
In the late spring of 1520, some of Cortes’s men killed
many Aztec warriors and chiefs while they were celebrating
a religious festival. In June of 1520, the Aztecs rebelled
against the Spanish intruders and drove out Cortes’s forces.
The Spaniards, however, struck back. Despite being
greatly outnumbered, Cortes and his men conquered the
Aztecs in 1521. Several factors played a key role in the stun-
ning victory. First, the Spanish had the advantage of supe-
rior weaponry. Aztec arrows were no match for the
Spaniards’ muskets and cannons.
Second, Cortes was able to enlist the help of various
native groups. With the aid of a native woman translator
named Malinche, Cortes learned that some natives resented
the Aztecs. They hated their harsh practices, including
human sacrifice. Through Malinche, Cortes convinced
these natives to fight on his side.
Finally, and most important, the natives could do little to
stop the invisible warrior that marched alongside the
Spaniards — disease. Measles, mumps, smallpox, and typhus were just some of the
diseases Europeans were to bring with them to the Americas. Native Americans had
never been exposed to these diseases. Thus, they had developed no natural immu-
nity to them. As a result, they died by the hundreds of thousands. By the time Cortes
launched his counterattack, the Aztec population had been greatly reduced by small-
pox and measles. In time, European disease would truly devastate the natives of cen-
tral Mexico, killing millions of them.
MAIN IDEA
Summarizing
§j What factors
enabled the
Spanish to defeat
the Aztecs?
Spanish Conquests in Peru
In 1532, another conquistador, Francisco Pizarro , marched a small force into
South America. He conquered the Incan Empire, as you learned in Chapter 16.
Pizarro Subdues the Inca Pizarro and his army of about 200 met the Incan ruler,
Atahualpa (AH*tuh*WAHL»puh), near the city of Cajamarca. Atahualpa, who com-
manded a force of about 30,000, brought several thousand mostly unarmed men for
the meeting. The Spaniards waited in ambush, crushed the Incan force, and kid-
napped Atahualpa.
Atahualpa offered to fill a room once with gold and twice with silver in
exchange for his release. However, after receiving the ransom, the Spanish stran-
gled the Incan king. Demoralized by their leader’s death, the remaining Incan force
retreated from Cajamarca. Pizarro then marched on the Incan capital, Cuzco. He
captured it without a struggle in 1533.
556 Chapter 20
As Cortes and Pizarro conquered the civilizations of the Americas, fellow con-
quistadors defeated other native peoples. Spanish explorers also conquered the
Maya in Yucatan and Guatemala. By the middle of the 16th century, Spain had cre-
ated an American empire. It included New Spain (Mexico and parts of Guatemala),
as well as other lands in Central and South America and the Caribbean.
Spain's Pattern of Conquest In building their new American empire, the
Spaniards drew from techniques used during the reconquista of Spain. When con-
quering the Muslims, the Spanish lived among them and imposed their Spanish
culture upon them. The Spanish settlers to the Americas, known as peninsulares,
were mostly men. As a result, relationships between Spanish settlers and native
women were common. These relationships created a large mestizo — or mixed
Spanish and Native American — population.
Although the Spanish conquerors lived among the native people, they also
oppressed them. In their effort to exploit the land for its precious resources, the
Spanish forced Native Americans to work within a system known as encomienda .
Under this system, natives farmed, ranched, or mined for Spanish landlords. These
landlords had received the rights to the natives’ labor from Spanish authorities. The
holders of encomiendas promised the Spanish rulers that they would act fairly and
respect the workers. However, many abused the natives and worked many laborers
to death, especially inside dangerous mines.
The Portuguese in Brazil One area of South America that remained outside of
Spanish control was Brazil. In 1500, Cabral claimed the land for Portugal. During
the 1530s, colonists began settling Brazil’s coastal region. Finding little gold or sil-
ver, the settlers began growing sugar. Clearing out huge swaths of forest land, the
Portuguese built giant sugar plantations. The demand for sugar in Europe was
great, and the colony soon enriched Portugal. In time, the colonists pushed farther
west into Brazil. They settled even more land for the production of sugar.
History Makers
B Francisco Pizarro
Pizarro was the son of an
infantry captain and a young
peasant woman. His parents
never married. Raised by his
mother's poor family he
never learned to read.
Ambitious, brave, and
ruthless, he determined to make his fortune as an
explorer and conqueror.
Embarked on a voyage of conquest down the
west coast of South America, Pizarro was ordered
by the governor of Panama to abandon the
expedition to prevent the loss of lives. Pizarro took
his sword and drew a line in the dust, inviting
those of his followers who desired wealth and
fame to cross the line and follow him. Thus began
the conquest of Peru.
Pizarro founded the city of Lima, Peru's capital,
in 1535. He became governor of Peru and
encouraged settlers from Spain.
Atahualpa
15027-1533
Atahualpa was the last ruler
of the Incan empire in Peru.
After Atahualpa was
captured and held for
ransom by the Spanish, the
Incan people throughout the
empire brought gold and
silver that the Spanish then had melted down
into bullion and ingots. They accumulated 24 tons
of gold and silver, the richest ransom in history.
The Spanish executed Atahualpa despite the
ransom paid by his people. As he was about to
be burned at the stake, the Spanish offered him a
more merciful death by strangulation if he agreed
to convert to Christianity, which he did. Thus died
the last emperor of the Inca.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY Create a poster about the
ransom paid by the Incan people to rescue
Atahualpa. Go to classzone.com for your research.
3
The Atlantic World 557
This U.S. postage ►
stamp was
issued in 1940
to celebrate the
400th anni-
versary of the
Coronado
expedition.
mm
THREE CENTS
CORONADO AN D H * S CAPTAINS
1540 CORONADO CHART Q CENTENNIAL- 1940
Spain's Influence Expands
Spain’s American colonies helped make it the richest, most powerful nation in the
world during much of the 16th century. Ships filled with treasures from the
Americas continually sailed into Spanish harbors. This newfound wealth helped
usher in a golden age of art and culture in Spain. (See Chapter 21.)
Throughout the 16th century, Spain also increased its military might. To protect
its treasure-filled ships, Spain built a powerful navy. The Spanish also strengthened
their other military forces, creating a skillful and determined army. For a century
and a half, Spain’s army seldom lost a battle. Meanwhile, Spain enlarged its
American empire by settling in parts of what is now the United States.
Conquistadors Push North Dreams of new conquests prompted Spain to back a
series of expeditions into the southwestern United States. The Spanish actually had
settled in parts of the United States before they even dreamed of building an
empire on the American mainland. In 1513, Spanish explorer Juan Ponce de Leon
landed on the coast of modern-day Florida and claimed it for Spain.
By 1540, after building an empire that stretched from Mexico to Peru, the
Spanish once again looked to the land that is now the United States. In 1540-1541,
Francisco Vasquez de Coronado led an expedition throughout much of present-day
Arizona, New Mexico, Texas, Oklahoma, and Kansas. He was searching for
another wealthy empire to conquer. Coronado found little gold amidst the dry
deserts of the Southwest. As a result, the Spanish monarchy assigned mostly priests
to explore and colonize the future United States.
Catholic priests had accompanied conquistadors from the very beginning of
American colonization. The conquistadors had come in search of wealth. The
priests who accompanied them had come in search of converts. In the winter of
1609-1610, Pedro de Peralta, governor of Spain’s northern holdings, called New
Mexico, led settlers to a tributary on the upper Rio Grande. They built a capital
called Santa Fe, or “Holy Faith.” In the next two decades, a string of Christian mis-
sions arose among the Pueblo, the native inhabitants of the region. Scattered mis-
sions, forts, and small ranches dotted the lands of New Mexico. These became the
headquarters for advancing the Catholic religion.
MAIN IDEA
Contrasting
£/ How did
Spain's colony in
New Mexico differ
from its colonies in
New Spain?
558 Chapter 20
MAIN IDEA
Analyzing Causes
Bj Why did the
natives of New
Mexico revolt
against Spanish
settlers?
Opposition to Spanish Rule
Spanish priests worked to spread Christianity in the Americas. They also pushed
for better treatment of Native Americans. Priests spoke out against the cruel treat-
ment of natives. In particular, they criticized the harsh pattern of labor that
emerged under the encomienda system. “There is nothing more detestable or more
cruel,” Dominican monk Bartolome de Las Casas wrote, “than the tyranny which
the Spaniards use toward the Indians for the getting of pearl [riches].”
African Slavery and Native Resistance The Spanish government abolished the
encomienda system in 1542. To meet the colonies’ need for labor, Las Casas suggested
Africans. “The labor of one . . . [African] . . . [is] more valuable than that of four
Indians,” he said. The priest later changed his view and denounced African slavery.
However, others promoted it.
Opposition to the Spanish method of colonization came not only from Spanish
priests, but also from the natives themselves. Resistance to Spain’s attempt at dom-
ination began shortly after the Spanish arrived in the Caribbean. In November of
1493, Columbus encountered resistance in his attempt to conquer the present-day
island of St. Croix. Before finally surrendering, the inhabitants defended them-
selves by firing poison arrows.
As late as the end of the 17th century, natives in New Mexico fought Spanish
rule. Although they were not risking their lives in silver mines, the natives still felt
the weight of Spanish force. In converting the natives, Spanish priests and soldiers
burned their sacred objects and prohibited native rituals. The Spanish also forced
natives to work for them and sometimes abused them physically.
In 1680, Pope, a Pueblo ruler, led a well-organized rebellion against the Spanish.
The rebellion involved more than 8,000 warriors from villages all over New
Mexico. The native fighters drove the Spanish back into New Spain. For the next
12 years, until the Spanish regained control of the area, the southwest region of the
future United States once again belonged to its original inhabitants. Bj
By this time, however, the rulers of Spain had far greater concerns. The other
nations of Europe had begun to establish their own colonies in the Americas.
SECTION
L- ■
o
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Christopher Columbus • colony • Hernando Cortes • conquistador • Francisco Pizarro • Atahualpa • mestizo • encomienda
USING YOUR NOTES
2. Which of these events do you
think had the greatest impact?
MAIN IDEAS
3. What process did Columbus
and his followers begin?
4. Why were most of the Spanish
explorers drawn to the
Americas?
5. Which country was the richest
and most powerful in the 16th
century, and why?
A DATABASE
CRITICAL THINKING & WRITING
6. ANALYZING PRIMARY SOURCES Reread the primary
source on page 553. How might Columbus's view of the
Taino have led the Spanish to think they could take
advantage of and impose their will on the natives?
7. COMPARING What might have been some similarities in
character between Cortes and Pizarro?
8. CLARIFYING Through what modern-day states did
Coronado lead his expedition?
9. WRITING ACTIVITY [EMPIRE BUILDING [ Write a dialogue in
which a Native American and a conquistador debate the
merits of Spain's colonization of the Americas.
Use library resources to compile a database of places and geographical features
in the Americas named after Columbus. Display your list in the classroom.
The Atlantic World 559
Different Perspectives: Using Primary and Secondary Sources
aM imTCDJ \ cm£
The Legacy of Columbus
In the years and centuries since Christopher Columbus’s historic journeys, people still
debate the legacy of his voyages. Some argue they were the heroic first steps in the
creation of great and democratic societies. Others claim they were the beginnings of an
era of widespread cruelty, bloodshed, and epidemic disease.
A> SECONDARY SOURCE
Samuel Eliot Morison
Morison, a strong supporter of
Columbus, laments that the sea captain
died without realizing the true
greatness of his deeds.
^PRIMARY SOURCE
Bartolome de Las
Casas
Las Casas was an early Spanish
missionary who watched fellow
Spaniards unleash attack dogs on
Native Americans.
^SECONDARY SOURCE
Suzan Shown Harjo
Harjo, a Native American, disputes the
benefits that resulted from Columbus’s
voyages and the European colonization
of the Americas that followed.
Columbus Day, never on Native
America's list of favorite holidays,
became somewhat tolerable as its
significance diminished to little more
than a good shopping day. But this
next long year [1992] of Columbus
hoopla will be tough to take amid the
spending sprees and horn blowing to
tout a five-century feeding frenzy that
has left Native people and this red
quarter of Mother Earth in a state of
emergency. For Native people, this half
millennium of land grabs and one-cent
treaty sales has been no bargain.
Document-Based
QUESTIONS
560
Their other frightening weapon after
the horses: twenty hunting
greyhounds. They were unleashed and
fell on the Indians at the cry of
Tomato! ["Get them!"]. Within an hour
they had preyed on one hundred of
them. As the Indians were used to
going completely naked, it is easy to
imagine what the fierce greyhounds
did, urged to bite naked bodies and
skin much more delicate than that of
the wild boars they were used to. . . .
This tactic, begun here and invented by
the devil, spread throughout these
Indies and will end when there is no
more land nor people to subjugate and
destroy in this part of the world.
One only wishes that the Admiral
might have been afforded the sense of
fulfillment that would have come from
foreseeing all that flowed from his
discoveries; that would have turned all
the sorrows of his last years to joy. The
whole history of the Americas stems
from the Four Voyages of Columbus;
and as the Greek city-states looked
back to the deathless gods as their
founders, so today a score of
independent nations and dominions
unite in homage to Christopher, the
stout-hearted son of Genoa, who
carried Christian civilization across the
Ocean Sea.
Anonymous
Contemporary
with the Spanish
conquest of the
Americas, this
illustration
depicts a
medicine man
tending to an
Aztec suffering
from smallpox,
which killed
millions of Native
Americans.
1. Based on Source A, was the
legacy of Columbus a positive or
negative thing?
2 . In what ways do Sources B and C
agree about Columbus?
3 . Which aspect of the legacy of
Columbus does the illustration in
Source D show?
4 . If you had to construct a balance
sheet on Columbus, would you
come up with a positive or
negative balance? On a poster
board, make up a list of positive
and negative elements, and display
your chart in the classroom.
European Nations Settle
North America
MAIN IDEA 1 WHY IT MATTERS NOW | TERMS & NAMES
EMPIRE BUILDING Several
European nations fought for
control of North America, and
England emerged victorious.
The English settlers in North
America left a legacy of law and
government that guides the
United States today.
• New France
• Jamestown
• Pilgrims
• Puritans
New
Netherland
French and
Indian War
Meta com
SETTING THE STAGE Spains successful colonization efforts in the Americas
did not go unnoticed. Other European nations, such as England, France, and the
Netherlands, soon became interested in obtaining their own valuable colonies.
The Treaty of Tordesillas, signed in 1494, had divided the newly discovered lands
between Spain and Portugal. However, other European countries ignored the
treaty. They set out to build their own empires in the Americas. This resulted in
a struggle for North America.
Competing Claims in North America
Magellan’s voyage showed that ships could reach Asia by way of the Pacific
Ocean. Spain claimed the route around the southern tip of South America. Other
European countries hoped to find an easier and more direct route to the Pacific.
If it existed, a northwest trade route through North America to Asia would
become highly profitable. Not finding the route, the French, English, and Dutch
instead established colonies in North America.
Explorers Establish New France The early French explorers sailed west with
dreams of reaching the East Indies. One explorer was Giovanni da Verrazzano
(VEHR*uh*ZAHN*noh), an Italian in the service of France. In 1524, he sailed to
North America in search of a sea route to the Pacific. While he did not find the
route, Verrazzano did discover what is today New York harbor. Ten years later,
the Frenchman Jacques Cartier (kahr*TYAY) reached a gulf off the eastern coast
of Canada that led to a broad river. Cartier named it the St. Lawrence. He fol-
lowed it inward until he reached a large island dominated by a mountain. He
named the island Mont Real (Mount Royal), which later became known as
Montreal. In 1608, another French explorer, Samuel de Champlain, sailed up the
St. Lawrence with about 32 colonists. They founded Quebec, which became the
base of France’s colonial empire in North America, known as New France .
Then the French penetrated the North American continent. In 1673, French
Jesuit priest Jacques Marquette and trader Louis Joliet explored the Great Lakes
and the upper Mississippi River. Nearly 10 years later, Sieur de La Salle explored
the lower Mississippi. He claimed the entire river valley for France. He named it
Louisiana in honor of the French king, Louis XIV By the early 1700s, New France
covered much of what is now the midwestern United States and eastern Canada.
TAKING NOTES
Clarifying Use a chart to
record information about
early settlements.
Name of
General
Seit/eMent
Location
New France
New
NeiherJand
tAassachuseiis
bay
The Atlantic World 561
A Trading Empire France’s North American empire was immense. But it was
sparsely populated. By 1760, the European population of New France had grown
to only about 65,000. A large number of French colonists had no desire to build
towns or raise families. These settlers included Catholic priests who sought to con-
vert Native Americans. They also included young, single men engaged in what had
become New France’s main economic activity, the fur trade. Unlike the English, the
French were less interested in occupying territories than they were in making
money off the land. A,
MAIN | PEA I
Summarizing
Why were
France's North
American holdings
so sparsely
populated?
▼ Henry Hudson's
ship arrives in the
bay of New York on
September 12,
1609.
The English Arrive in North America
The explorations of the Spanish and French inspired the English. In 1606, a com-
pany of London investors received from King James a charter to found a colony in
North America. In late 1606, the company’s three ships, and more than 100 settlers,
pushed out of an English harbor. About four months later, in 1607, they reached the
coast of Virginia. The colonists claimed the land as theirs. They named the settle-
ment Jamestown in honor of their king.
The Settlement at Jamestown The colony’s start was disastrous. The settlers
were more interested in finding gold than in planting crops. During the first few
years, seven out of every ten people died of hunger, disease, or battles with the
Native Americans.
Despite their nightmarish start, the colonists eventually gained a foothold in
their new land. Jamestown became England’s first permanent settlement in North
America. The colony’s outlook improved greatly after farmers there discovered
tobacco. High demand in England for tobacco turned it into a profitable cash crop.
Puritans Create a "New England" In 1620, a group known as Pil grims founded
a second English colony, Plymouth, in Massachusetts. Persecuted for their reli-
gious beliefs in England, these colonists sought religious freedom. Ten years later,
a group known as Puritans also sought religious freedom from England’s Anglican
Church. They established a larger colony at nearby Massachusetts Bay.
MAIN IDEA
Contrasting
Bj How were the
Dutch and French
colonies different
from the English
colonies in North
America?
The Puritans wanted to build a model community that would set an example for
other Christians to follow. Although the colony experienced early difficulties, it
gradually took hold. This was due in large part to the numerous families in the
colony, unlike the mostly single, male population in Jamestown.
The Dutch Found New Netherland Following the English and French into North
America were the Dutch. In 1609, Henry Hudson, an Englishman in the service of
the Netherlands, sailed west. He was searching for a northwest sea route to Asia.
Hudson did not find a route. He did, however, explore three waterways that were
later named for him — the Hudson River, Hudson Bay, and Hudson Strait.
The Dutch claimed the region along these waterways. They established a fur
trade with the Iroquois Indians. They built trading posts along the Hudson River at
Fort Orange (now Albany) and on Manhattan Island. Dutch merchants formed the
Dutch West India Company. In 1621, the Dutch government granted the company
permission to colonize the region and expand the fur trade. The Dutch holdings in
North America became known as New Netherland .
Although the Dutch company profited from its fur trade, it was slow to attract
Dutch colonists. To encourage settlers, the colony opened its doors to a variety of
peoples. Gradually more Dutch, as well as Germans, French, Scandinavians, and
other Europeans, settled the area. By
The Struggle for North America
As they expanded their settlements in North America, the
nations of France, England, and the Netherlands battled each
other for colonial supremacy.
The English Oust the Dutch To the English, New
Netherland separated their northern and southern colonies.
In 1664, the English king, Charles II, granted his brother,
the Duke of York, permission to drive out the Dutch. When
the duke’s fleet arrived at New Netherland, the Dutch sur-
rendered without firing a shot. The Duke of York claimed
the colony for England and renamed it New York.
With the Dutch gone, the English colonized the Atlantic
coast of North America. By 1750, about 1.2 million English
settlers lived in 13 colonies from Maine to Georgia.
England Battles France The English soon became hungry
for more land for their colonial population. So they pushed
farther west into the continent. By doing so, they collided
with France’s North American holdings. As their colonies
expanded, France and England began to interfere with each
other. It seemed that a major conflict was on the horizon.
In 1754 a dispute over land claims in the Ohio Valley led
to a war between the British and French on the North
Colonizing the Caribbean During the 1600s, the nations of Europe also colo-
nized the Caribbean. The French seized control of present-day Haiti, Guadeloupe,
and Martinique. The English settled Barbados and Jamaica. In 1634, the Dutch
captured what are now the Netherlands Antilles and Aruba
from Spain.
On these islands, the Europeans built huge cotton and
sugar plantations. These products, although profitable,
demanded a large and steady supply of labor. Enslaved
Africans eventually would supply this labor.
History/// Depth
Pirates
The battle for colonial supremacy
occurred not only on land, but also
on the sea. Acting on behalf of their
government, privately owned armed
ships, known as privateers, attacked
merchant ships of enemy nations
and sank or robbed them.
Also patrolling the high seas were
pirates. They attacked ships for their
valuables and did not care what
nation the vessels represented.
One of the best-known pirates was
Edward B. Teach, whose prominent
beard earned him the nickname
Blackbeard. According
to one account,
Blackbeard attempted
to frighten his victims
by sticking "lighted
matches under his
hat, which appeared
on both sides of his
face and eyes, naturally
fierce and wild."
V*.
The Atlantic World 563
Hudson
Bay
INCLAIMED
Quebec,
,0 ^Boston
^ *NewYork
ATLANTIC
OCEAN
Charleston
Gulf of
Mexico
NEW
SPAIN
JAMAICA
a^ibbean Sett
1,000 Kilometers
Hudson
Bay
UNCLAI
Quebec^
KJ
tCADIA
Boston
St. Augustine
' FLORIDA
- New
Orleans
Gulf of
Mexico
NEW %
SPAIN
Mexico
a ribbean
1,000 Kilometers
Europeans in North America
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1. Region Which nation claimed the largest area of the present-day United States in 1754?
2. Place How did Britain's North American empire change by 1763?
□
Disputed
English
French
Spanish
English
French
Russian
Spanish
American continent. The conflict became known as the French and Indian War . The
war became part of a larger conflict known as the Seven Years’ War. Britain and
France, along with their European allies, also battled for supremacy in Europe, the
West Indies, and India.
In North America, the British colonists, with the help of the British Army, defeated
the French in 1763. The French surrendered their North American holdings. As a
result of the war, the British seized control of the eastern half of North America.
Native Americans Respond
As in Mexico and South America, the arrival of Europeans in the present-day
United States had a great impact on Native Americans. European colonization
brought mostly disaster for the lands’ original inhabitants.
A Strained Relationship French and Dutch settlers developed a mostly cooperative
relationship with the Native Americans. This was due mainly to the mutual benefits
of the fur trade. Native Americans did most of the trapping and then traded the furs
to the French for such items as guns, hatchets, mirrors, and beads. The Dutch also
cooperated with Native Americans in an effort to establish a fur-trading enterprise.
The groups did not live together in complete harmony. Dutch settlers fought
with various Native American groups over land claims and trading rights. For the
most part, however, the French and Dutch colonists lived together peacefully with
their North American hosts. Cj
MAIN IDEA
Analyzing Issues
£/ Why were the
Dutch and French
able to coexist in
relative peace with
the Native
Americans?
564 Chapter 20
MAIN IDEA
Identifying
Problems
^ Why did the
issues of land and
religion cause strife
between Native
Americans and
settlers?
The same could not be said of the English. Early relations between English settlers
and Native Americans were cooperative. However, they quickly worsened over the
issues of land and religion. Unlike the French and Dutch, the English sought to pop-
ulate their colonies in North America. This meant pushing the natives off their land.
The English colonists seized more land for their population — and to grow tobacco.
Religious differences also heightened tensions. The English settlers considered
Native Americans heathens, people without a faith. Over time, many Puritans viewed
Native Americans as agents of the devil and as a threat to their godly society. Native
Americans developed a similarly harsh view of the European invaders. 0 ,
Settlers and Native Americans Battle The hostility between the English settlers
and Native Americans led to warfare. As early as 1622, the Powhatan tribe attacked
colonial villages around Jamestown and killed about 350 settlers. During the next
few years, the colonists struck back and massacred hundreds of Powhatan.
One of the bloodiest conflicts between colonists and Native Americans was
known as King Philip’s War. It began in 1675 when the Native American ruler
Metacom (also known as King Philip) led an attack on colonial villages through-
out Massachusetts. In the months that followed, both sides massacred hundreds of
victims. After a year of fierce fighting, the colonists defeated the natives. During
the 17th century, many skirmishes erupted throughout North America.
Natives Fall to Disease More destructive than the Europeans’ weapons were their
diseases. Like the Spanish in Central and South America, the Europeans who set-
tled North America brought with them several diseases. The diseases devastated
the native population in North America.
In 1616, for example, an epidemic of smallpox ravaged Native Americans liv-
ing along the New England coast. The population of one tribe, the Massachusett,
dropped from 24,000 to 750 by 1631. From South Carolina to Missouri, nearly
whole tribes fell to smallpox, measles, and other diseases.
One of the effects of this loss was a severe shortage of labor in the colonies. In
order to meet their growing labor needs, European colonists soon turned to another
group: Africans, whom they would enslave by the million
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• New France • Jamestown • Pilgrims • Puritans • New Netherland • French and Indian War • Metacom
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. What did these settlements
have in common?
Name of
Settlement
General
Location
Reasons
Settled
New France
New
Netherland
Massachusetts
Bay
3. What was a basic difference
between French and English
attitudes about the land they
acquired in North America?
4. What was the main result of
the French and Indian War?
5. What were some of the results
for Native Americans of
European colonization of North
America?
6. MAKING INFERENCES What may have been one reason
the English eventually beat the French in North America?
7. DRAWING CONCLUSIONS What need drove the English
farther west into the North American continent?
8. COMPARING In what ways did the colonies at Jamestown
and Massachusetts Bay differ?
9. WRITING ACTIVITY EMPIRE BUILDING I What were some of
the grievances of Native Americans toward English
colonists? Make a bulleted list of Native American
complaints to display in the classroom.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY
Use the Internet to research French Cajun culture in Louisiana. Make a INTERNET KEYWORD
poster displaying your findings. Cajun
The Atlantic World 565
he Atlantic Slave Trade
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
CULTURAL INTERACTION To
Descendants of enslaved
• Atlantic
• middle
meet their growing labor needs,
Africans represent a significant
slave trade
passage
Europeans enslaved millions of
part of the Americas' population
• triangular
Africans in the Americas.
today.
trade
SETTING THE STAGE Sugar plantations and tobacco farms required a large
supply of workers to make them profitable for their owners. European owners
had planned to use Native Americans as a source of cheap labor. But millions of
Native Americans died from disease, warfare, and brutal treatment. Therefore,
the Europeans in Brazil, the Caribbean, and the southern colonies of North
America soon turned to Africa for workers. This demand for cheap labor resulted
in the brutalities of the slave trade.
TAKING NOTES
Recognizing Effects Use
a diagram like the one
below to list effects of the
Atlantic slave trade.
Consequences of the
slave, trade,
J. in Africa
A.
R
I). in the Americas
A.
R
The Causes of African Slavery
Beginning around 1500, European colonists in the Americas who needed cheap
labor began using enslaved Africans on plantations and farms.
Slavery in Africa Slavery had existed in Africa for centuries. In most regions, it
was a relatively minor institution. The spread of Islam into Africa during the sev-
enth century, however, ushered in an increase in slavery and the slave trade.
Muslim rulers in Africa justified enslavement with the Muslim belief that non-
Muslim prisoners of war could be bought and sold as slaves. As a result, between
650 and 1600, Muslims transported about 17 million Africans to the Muslim
lands of North Africa and Southwest Asia.
In most African and Muslim societies, slaves had some legal rights and an
opportunity for social mobility. In the Muslim world, a few slaves even occu-
pied positions of influence and power. Some served as generals in the army. In
African societies, slaves could escape their bondage in numerous ways, includ-
ing marrying into the family they served.
The Demand for Africans The first Europeans to explore Africa were the
Portuguese during the 1400s. Initially, Portuguese traders were more interested
in trading for gold than for captured Africans. That changed with the coloniza-
tion of the Americas, as natives began dying by the millions.
Europeans saw advantages in using Africans in the Americas. First, many
Africans had been exposed to European diseases and had built up some immu-
nity. Second, many Africans had experience in farming and could be taught plan-
tation work. Third, Africans were less likely to escape because they did not know
their way around the new land. Fourth, their skin color made it easier to catch
them if they escaped and tried to live among others.
566 Chapter 20
MAIN IDEA
Analyzing Motives
A/ What advan-
tages did Europeans
see in enslaving
Africans?
In time, the buying and selling of Africans for work in the Americas — known as the
Atlantic slave trade — became a massive enterprise. Between 1500 and 1600, nearly
300,000 Africans were transported to the Americas. During the next century, that num-
ber climbed to almost 1.3 million. By the time the Atlantic slave trade ended around
1870, Europeans had imported about 9.5 million Africans to the Americas. A,
Spain and Portugal Lead the Way The Spanish took an early lead in importing
Africans to the Americas. Spain moved on from the Caribbean and began to colo-
nize the American mainland. As a result, the Spanish imported and enslaved thou-
sands more Africans. By 1650, nearly 300,000 Africans labored throughout
Spanish America on plantations and in gold and silver mines.
By this time, however, the Portuguese had surpassed the Spanish in the impor-
tation of Africans to the Americas. During the 1600s, Brazil dominated the
European sugar market. As the colony’s sugar industry grew, so too did European
colonists’ demand for cheap labor. During the 17th century, more than 40 percent
of all Africans brought to the Americas went to Brazil.
Slavery Spreads Throughout the Americas
As the other European nations established colonies in the Americas, their demand
for cheap labor grew. Thus, they also began to import large numbers of Africans.
England Dominates the Slave Trade As England’s presence in the Americas grew,
it came to dominate the Atlantic slave trade. From 1690 until England abolished the
slave trade in 1807, it was the leading carrier of enslaved Africans. By the time the
slave trade ended, the English had transported nearly 1.7 million Africans to their
colonies in the West Indies.
African slaves were also brought to what is now the United States. In all, nearly
400,000 Africans were sold to Britain’s North American colonies. Once in North
America, however, the slave population steadily grew. By 1830, roughly 2 million
slaves toiled in the United States.
History Depth
Slavery
Slavery probably began with the
development of farming about
10,000 years ago. Farmers used
prisoners of war to work for them.
Slavery has existed in societies
around the world. People were
enslaved in civilizations from Egypt
to China to India. The picture at the
right shows slaves working in a
Roman coal mine.
Race was not always a factor in
slavery. Often, slaves were captured
prisoners of war, or people of a
different nationality or religion.
However, the slavery that
developed in the Americas was
based largely on race. Europeans
viewed black people as naturally
inferior. Because of this, slavery in
the Americas was hereditary.
m
The Atlantic World 567
African Cooperation and Resistance Many African rulers and merchants
played a willing role in the Atlantic slave trade. Most European traders, rather
than travel inland, waited in ports along the coasts of Africa. African merchants,
with the help of local rulers, captured Africans to be enslaved. They then deliv-
ered them to the Europeans in exchange for gold, guns, and other goods, fl.
As the slave trade grew, some African rulers voiced their opposition to the prac-
tice. Nonetheless, the slave trade steadily grew. Lured by its profits, many African
rulers continued to participate. African merchants developed new trade routes to
avoid rulers who refused to cooperate.
MAIN IDEA
Analyzing Issues
Bj Why did many
African rulers partic-
ipate in the Atlantic
slave trade?
A Forced Journey
After being captured, African men and women were shipped to the Americas as
part of a profitable trade network. Along the way, millions of Africans died.
The Triangular Trade Africans transported to the Americas were part of a transat-
lantic trading network known as the triangular trade . Over one trade route,
Europeans transported manufactured goods to the west coast of Africa. There,
traders exchanged these goods for captured Africans. The Africans were then trans-
ported across the Atlantic and sold in the West Indies. Merchants bought sugar, cof-
fee, and tobacco in the West Indies and sailed to Europe with these products.
On another triangular route, merchants carried rum and other goods from the New
England colonies to Africa. There they exchanged their merchandise for Africans.
The traders transported the Africans to the West Indies and sold them for sugar and
molasses. They then sold these goods to rum producers in New England.
Africans Enslaved in the
Americas, 1451-1870
Total Number Imported: 9.5 Million*
40% Caribbean Islands
(Dutch, French, British)
4% British North America
2% Europe, Asia
16% Spanish America
and Spanish Caribbean
38% Portuguese Brazil
*Estimated
Source: The Atlantic Slave Trade: A Census
INDIAN OCEAN
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Movement What items were transported to Africa and traded for captured
Africans?
2. Region According to the graph , which region of the Americas imported the
most Africans? Which imported the second most?
4,000 Kilometers
568 Chapter 20
-)
Analyzing Primary Sources
DOCUMENT-BASED QUESTIONS
1 . Making Inferences Why might the white men have forced Equiano to eat?
2. Drawing Conclusions What does the diagram of the slave ship suggest about conditions
on board?
This diagram of a
British slave ship
shows how slave
traders packed
Africans onto
slave ships in the
hold below decks
for the brutal
middle passage.
The Horrors of the Middle Passage
One African, Olaudah Equiano, recalled the inhumane
conditions on his trip from West Africa to the West Indies at
age 12 in 1762.
I was soon put down under the decks, and there I
received such a salutation [greeting] in my nostrils
as I never experienced in my life; so that, with
the loathsomeness of the stench, and crying
together, I became so sick and low that I was
not able to eat . . . but soon, to my grief, two
of the white men offered me eatables; and on
my refusing to eat, one of them held me fast
by the hands, and laid me across . . . the
windlass, while the other flogged me severely.
OLAUDAH EQUIANO, quoted in
Eyewitness: The Negro in American History
Various other transatlantic routes existed. The “triangular” trade encompassed a
network of trade routes crisscrossing the northern and southern colonies, the West
Indies, England, Europe, and Africa. The network carried a variety of traded goods.
The Middle Passage The voyage that brought captured Africans to the West
Indies and later to North and South America was known as the middle passag e.
It was considered the middle leg of the transatlantic trade triangle. Sickening cru-
elty characterized this journey. In African ports, European traders packed Africans
into the dark holds of large ships. On board, Africans endured whippings and beat-
ings from merchants, as well as diseases that swept through the vessel. Numerous
Africans died from disease or physical abuse aboard the slave ships. Many others
committed suicide by drowning. Scholars estimate that roughly 20 percent of the
Africans aboard each slave ship perished during the brutal trip.
Slavery in the Americas
Africans who survived their ocean voyage faced a difficult life in the Americas.
Forced to work in a strange land, enslaved Africans coped in a variety of ways.
A Harsh Life Upon arriving in the Americas, captured Africans usually were auc-
tioned off to the highest bidder. After being sold, slaves worked in mines or fields
or as domestic servants. Slaves lived a grueling existence. Many lived on little food
in small, dreary huts. They worked long days and suffered beatings. In much of the
Americas, slavery was a lifelong condition, as well as a hereditary one.
Resistance and Rebellion To cope with the horrors of slavery, Africans devel-
oped a way of life based on their cultural heritage. They kept alive such things as
their musical traditions as well as the stories of their ancestors.
The Atlantic World 569
Slaves also found ways to resist. They made themselves less productive by break-
ing tools, uprooting plants, and working slowly. Thousands also ran away.
Some slaves pushed their resistance to open revolt. As early as 1522, about 20
slaves on Hispaniola attacked and killed several Spanish colonists. Larger revolts
occurred throughout Spanish settlements during the 16th century.
Occasional uprisings also occurred in Brazil, the West Indies, and North
America. In 1739, a group of slaves in South Carolina led an uprising known as the
Stono Rebellion. Uprisings continued into the 1800s.
Consequences of the Slave Trade
The Atlantic slave trade had a profound impact on both Africa and the Americas. In
Africa, numerous cultures lost generations of their fittest members — their young
and able — to European traders and plantation owners. In addition, countless African
families were torn apart. Many of them were never reunited. The slave trade devas-
tated African societies in another way: by introducing guns into the continent.
While they were unwilling participants in the growth of the colonies, African
slaves contributed greatly to the economic and cultural development of the
Americas. Their greatest contribution was their labor. Without their back-breaking
work, colonies such as those on Haiti and Barbados may not have survived. In
addition to their muscle, enslaved Africans brought their expertise, especially in
agriculture. They also brought their culture. Their art, music, religion, and food
continue to influence American societies.
The influx of so many Africans to the Americas also has left its mark on the very
population itself. From the United States to Brazil, many of the nations of the
Western Hemisphere today have substantial African-American populations. Many
Latin American countries have sizable mixed-race populations.
As the next section explains, Africans were not the only cargo transported across
the Atlantic during the colonization of the Americas. The settlement of the
Americas brought many different items from Europe, Asia, and Africa to North and
South America. It also introduced items from the Americas to the rest of the world.
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Atlantic slave trade • triangular trade • middle passage
USING YOUR NOTES
2. What seems to have been the
most important consequence?
Explain.
Consequences of -the
slave -trade
). in Africa
A.
R
]]. in -the Amricas
A.
R
MAIN IDEAS
3. What effect did the spread of
Islam have on the slave trade?
4. How did enslaved Africans
resist their bondage?
5. How did African slaves
contribute to the development
of the Americas?
CRITICAL THINKING & WRITING
6. COMPARING AND CONTRASTING How was slavery in the
Americas different from slavery in Africa?
7. SYNTHESIZING What does the percentage of enslaved
Africans imported to the Caribbean Islands and Brazil
suggest about the racial makeup of these areas?
8. MAKING INFERENCES Why do you think the slave trade
flourished for so long?
9. WRITING ACTIVITY | CULTURAL INTERACTION Imagine you
are an African ruler. Write a letter to a European leader in
which you try to convince him or her to stop participating
in the slave trade.
CONNECT TO TODAY
MAKING A MAP
Research which of the original 13 colonies had the greatest numbers of slaves in the late 18th
century. Then make a map of the colonies in which you show the numbers for each state.
570 Chapter 20
The Columbian Exchange and
Global Trade
MAIN IDEA 1 WHY IT MATTERS NOW | TERMS & NAMES
ECONOMICS The colonization This global exchange of goods
of the Americas introduced new permanently changed Europe,
items into the Eastern and Asia, Africa, and the Americas.
Western hemispheres.
• Columbian
Exchange
• capitalism
• joint-stock
company
• mercantilism
• favorable
balance of
trade
SETTING THE STAGE The colonization of the Americas dramatically changed
the world. It prompted both voluntary and forced migration of millions of peo-
ple. It led to the establishment of new and powerful societies. Other effects of
European settlement of the Americas were less noticeable but equally important.
Colonization resulted in the exchange of new items that greatly influenced the
lives of people throughout the world. The new wealth from the Americas resulted
in new business and trade practices in Europe.
The Columbian Exchange
The global transfer of foods, plants, and animals during the colonization of the
Americas is known as the Columbian Exchang e. Ships from the Americas
brought back a wide array of items that Europeans, Asians, and Africans had
never before seen. They included such plants as tomatoes, squash, pineapples,
tobacco, and cacao beans (for chocolate). And they included animals such as the
turkey, which became a source of food in the Eastern Hemisphere.
Perhaps the most important items to travel from the Americas to the rest of the
world were corn and potatoes. Both were inexpensive to grow and nutritious.
Potatoes, especially, supplied many essential vitamins and minerals. Over time,
both crops became an important and steady part of diets throughout the world.
These foods helped people live longer. Thus they played a significant role in
boosting the world’s population. The planting of the first white potato in Ireland
and the first sweet potato in China probably changed more lives than the deeds
of 100 kings.
Traffic across the Atlantic did not flow in just one direction, however.
Europeans introduced various livestock animals into the Americas. These
included horses, cattle, sheep, and pigs. Foods from Africa (including some that
originated in Asia) migrated west in European ships. They included bananas,
black-eyed peas, and yams. Grains introduced to the Americas included wheat,
rice, barley, and oats.
Some aspects of the Columbian Exchange had a tragic impact on many Native
Americans. Disease was just as much a part of the Columbian Exchange as
goods and food. The diseases Europeans brought with them, which included
smallpox and measles, led to the deaths of millions of Native Americans.
TAKING NOTES
Recognizing Effects Use
a chart to record
information about the
Columbian Exchange.
Food /
Livestock/
Disease
Place
of
Origin
Effect
Potato
Horse
Smallpox
The Atlantic World 571
Global Impact Food Exchange
The Columbian Exchange
Few events transformed the world like the Columbian Exchange. This
global transfer of plants, animals, disease, and especially food brought
together the Eastern and Western hemispheres and touched, in some
way, nearly all the peoples of the world.
Frightening Foods
Several foods from the Americas that we now take for granted at first amazed
and terrified Europeans. Early on, people thought the tomato was harmful to eat.
One German official warned that the tomato "should not be taken internally." In
1619, officials in Burgundy, France, banned potatoes, explaining that "too
frequent use of them caused the leprosy" In 1774, starving peasants in Prussia
refused to eat the spud.
“The culinary life we owe
Columbus is a progressive
dinner in which the whole
human race takes part hut
no one need leave home to
sample all the courses. ”
Raymond Sokolov
The Columbian Exchange
NORTH * ,
AMERICA ; (i)
Avocado Peppers
4 y
Peanut Potato Tomato Corn
Cassava
AMERICAS TO EUROPE, AFRjq a
EUROPE
w
Tobacco
Pumpkin
AM)
AS 1a
Vanilla
x2r
Cacao Bean
Pineapple
f
r
Disease
• Smal| P° x
ATLANTIC OCEAN
• Typhus
Livestock . Meas , e ,
• Cattle
\
ftv
Sheep
Pig
Mala
phtheria
Whooping
• ft
Honeybee ? wheat * ^ orse Cough
Sugar Cane
Citrus Fruits Grape Banana
ElJROp
Onion
% AFRICA, AND
Olive
Turnip
AFRICA
Coffee Bean
Connect to Today
Patterns of Interaction
The Geography of Food: The Impact of Potatoes and Sugar
Think about your favorite foods. Chances are that at least one originated in a
distant land. Throughout history, the introduction of new foods into a region
has dramatically changed lives— for better and worse. Dependence on the
potato, for example, led to a famine in Ireland. This prompted a massive
migration of Irish people to other countries. In the Americas, the introduction
of sugar led to riches for some and enslavement for many others.
1. Forming Opinions Have students
work in small groups to pose
and answer questions about the
beneficial and harmful aspects
of the Columbian Exchange.
See Skillbuilder Handbook, page R20.
2. Comparing and Contrasting Find out
what major items are exchanged or
traded between the United States and
either Asia, Africa, or Europe. How do
the items compare with those of the
Columbian Exchange? Report your
findings to the class.
572 Chapter 20
A Spanish missionary in Mexico described the effects of
smallpox on the Aztecs:
Three Worlds Meet
1492-1700
MAIN IDEA
Making
Inferences
Why is the
Columbian
Exchange consid-
ered a significant
event?
PRIMARY SOURCE
There was a great havoc. Very many died of it. They could not
walk. . . . They could not move; they could not stir; they could
not change position, nor lie on one side; nor face down, nor
on their backs. And if they stirred, much did they cry out.
Great was its destruction.
BERNARDINO DE SAHAGUN, quoted in Seeds of Change
Other diseases Europeans brought with them included
influenza, typhus, malaria, and diphtheria. A,
Global Trade
The establishment of colonial empires in the Americas influ-
enced the nations of Europe in still other ways. New wealth
from the Americas was coupled with a dramatic growth in
overseas trade. The two factors together prompted a wave of
new business and trade practices in Europe during the 16th
and 17th centuries. These practices, many of which served as
the root of today’s financial dealings, dramatically changed
the economic atmosphere of Europe.
The Rise of Capitalism One aspect of the European eco-
nomic revolution was the growth of capitalism .
Capitalism is an economic system based on private owner-
ship and the investment of resources, such as money, for
profit. No longer were governments the sole owners of
great wealth. Due to overseas colonization and trade,
numerous merchants had obtained great wealth. These
merchants continued to invest their money in trade and
overseas exploration. Profits from these investments
enabled merchants and traders to reinvest even more
money in other enterprises. As a result, businesses across
Europe grew and flourished.
The increase in economic activity in Europe led to an
overall increase in many nations’ money supply. This in
turn brought on inflation, or the steady rise in the price of
goods. Inflation occurs when people have more money to
spend and thus demand more goods and services. Because
the supply of goods is less than the demand for them, the
goods become both scarce and more valuable. Prices then
rise. At this time in Europe, the costs of many goods rose.
Spain, for example, endured a crushing bout of inflation
during the 1600s, as boatloads of gold and silver from the
Americas greatly increased the nation’s money supply.
Joint-Stock Companies Another business venture that
developed during this period was known as the joint-stock
company . The joint-stock company worked much like the
modern-day corporation, with investors buying shares of
stock in a company. It involved a number of people com-
bining their wealth for a common purpose.
1492 (Europeans)
Columbus embarks
on voyage.
1511 (Africans)
Africans begin working
as slaves in the Americas.
1521 (Americans)
The Aztec Empire in
Mexico is conquered
by Hernando Cortes.
o
Lfi
1 533 (Americans)
The Inca Empire in
South America falls
to Francisco Pizarro.
1630 (Europeans)
Puritans establish the
Massachusetts Bay Colony
in North America.
1 650 (Africans)
The number of Africans
toiling in Spanish America
reaches 300,000.
1675 (Americans)
Native Americans
battle colonists in
King Philip's War.
The Atlantic World 573
In Europe during the 1500s and 1600s, that common purpose was American
colonization. It took large amounts of money to establish overseas colonies.
Moreover, while profits may have been great, so were risks. Many ships, for
instance, never completed the long and dangerous ocean voyage. Because joint-
stock companies involved numerous investors, the individual members paid only a
fraction of the total colonization cost. If the colony failed, investors lost only their
small share. If the colony thrived, the investors shared in the profits. It was a joint-
stock company that was responsible for establishing Jamestown, England’s first
North American colony.
MAIM IDEA
Making
Inferences
8/ Why would a
joint-stock company
be popular with
investors in over-
seas colonies?
The Growth of Mercantilism
During this time, the nations of Europe adopted a new economic policy known as
mercantilism . The theory of mercantilism (shown above) held that a country’s
power depended mainly on its wealth. Wealth, after all, allowed nations to build
strong navies and purchase vital goods. As a result, the goal of every nation became
the attainment of as much wealth as possible.
574 Chapter 20
Balance of Trade According to the theory of mercantilism, a nation could
increase its wealth and power in two ways. First, it could obtain as much gold and
silver as possible. Second, it could establish a favorable balance of trade , in
which it sold more goods than it bought. A nation’s ultimate goal under mercantil-
ism was to become self-sufficient, not dependent on other countries for goods. An
English author of the time wrote about the new economic idea of mercantilism:
PRIMARY SOURCE
Although a Kingdom may be enriched by gifts received, or by purchases taken from
some other Nations . . . these are things uncertain and of small consideration when they
happen. The ordinary means therefore to increase our wealth and treasure is by Foreign
Trade, wherein we must ever observe this rule: to sell more to strangers yearly than we
consume of theirs in value.
THOMAS MUN, quoted in World Civilizations
MAIN IDEA
Summarizing
y What role did
colonies play in
mercantilism?
Mercantilism went hand in hand with colonization, for colonies played a vital role
in this new economic practice. Aside from providing silver and gold, colonies pro-
vided raw materials that could not be found in the home country, such as wood or
furs. In addition to playing the role of supplier, the colonies also provided a market.
The home country could sell its goods to its colonies. L-
Economic Revolution Changes European Society The economic changes that
swept through much of Europe during the age of American colonization also led to
changes in European society. The economic revolution spurred the growth of towns
and the rise of a class of merchants who controlled great wealth.
The changes in European society, however, only went so far. While towns and cities
grew in size, much of Europe’s population continued to live in rural areas. And
although merchants and traders enjoyed social mobility, the majority of Europeans
remained poor. More than anything else, the economic revolution increased the wealth
of European nations. In addition, mercantilism contributed to the creation of a national
identity. Also, as Chapter 21 will describe, the new economic practices helped expand
the power of European monarchs, who became powerful rulers.
SECTION
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Columbian Exchange • capitalism • joint-stock company • mercantilism • favorable balance of trade
USING YOUR NOTES
2. Which effect do you think had
the greatest impact on history?
Food/
Livestock/
Disease
Place
of
Origin
Effect
Potato
Horse
Smallpox
MAIN IDEAS
3. What were some of the food
items that traveled from the
Americas to the rest of the
world?
4. What food and livestock from
the rest of the world traveled
to the Americas?
5. What were some of the effects
on European society of the
economic revolution that took
place in the 16th and 17th
centuries?
CRITICAL THINKING & WRITING
6. MAKING INFERENCES Why were colonies considered so
important to the nations of Europe?
7. DRAWING CONCLUSIONS Why might establishing
overseas colonies have justified high profits for those
who financed the colonies?
8. COMPARING What were some of the positive and
negative consequences of the Columbian Exchange?
9. WRITING ACTIVITY | ECONOMICS | Do you think the
economic changes in Europe during the era of American
colonization qualify as a revolution? Why or why not?
Support your opinions in a two-paragraph essay.
CONNECT TO TODAY
MAKING A POSTER
Research one crop that developed in the Americas (such as corn or potatoes) and its impact
on the world today. Show your findings in a poster.
The Atlantic World 575
Chapter [) Assessment
TERMS & NAMES
For each term or name below, briefly explain its connection to
the Atlantic world from 1492 to 1800.
1. conquistador 5. Atlantic slave trade
2 . encomienda 6 . triangular trade
3. Jamestown 7. Columbian Exchange
4. French and Indian War 8. mercantilism
MAIN IDEAS
Spain Builds an American Empire Section l
(pages 553-560)
9. Why did Columbus set sail westward?
10. What were three goals of the Spanish in the Americas?
11 . Why did Pope lead a rebellion against the Spanish?
European Nations Settle North America Section 2
(pages 561-565)
12. What did the Europeans mostly grow in their Caribbean
colonies?
13. What was the result of the French and Indian War?
The Atlantic Slave Trade Section 3 (pages 566-570)
14. What factors led European colonists to use Africans to
resupply their labor force?
15. What were the conditions on board a slave ship?
16. What were several ways in which enslaved Africans
resisted their treatment in the Americas?
The Columbian Exchange and Global Trade Section 4
(pages 571-575)
17. Why was the introduction of corn and potatoes to Europe
and Asia so significant?
18. What was the economic policy of mercantilism?
CRITICAL THINKING
1. USING YOUR NOTES
Use the chart to
identify which nation
sponsored each
explorer and the
regions he explored.
2. DRAWING CONCLUSIONS
| EMPIRE BUILDING | What factors helped the Europeans conquer
the Americas? Which was the most important? Why?
3. RECOGNIZING EFFECTS
| ECONOMICS - ] Explain the statement, "Columbus's voyage
began a process that changed the world forever." Consider all
the peoples and places American colonization affected
economically.
4. COMPARING AND CONTRASTING
| CULTURAL INTERACTION 1 What might have been some of the
differences in the Europeans' and Native Americans' views of
colonization?
5. SYNTHESIZING
Flow did enslaved Africans help create the societies in the
New World?
Explorer
Nation
Regions
Cabral
Magellan
Cartier
VISUAL SUMMARY
The Atlantic World
Beginning around 1500, the Spanish
and Portuguese colonize Central
and South America and establish
prosperous overseas empires.
Throughout the 1600s and 1700s,
the English, French, and Dutch battle
for control of North America, with
the English emerging victorious.
Between 1521 and 1533, the once
mighty Aztec and Incan empires
fall to the invading Spanish.
Throughout the Americas, the
native population is devastated by
European conquests and diseases.
Beginning around 1500, millions
of Africans are taken from their
homeland and forced to labor as
slaves in the Americas.
Africans eventually become an
important part of the Americas, as
they populate the various regions
and share aspects of their culture.
576 Chapter 20
> STANDARDS-BASED ASSESSMENT
Use the quotation and your knowledge of world history to
answer questions 1 and 2.
Additional Test Practice, pp. S1-S33
PRIMARY SOURCE
Where there is a vacant place, there is liberty for . . .
[Christians] to come and inhabit, though they neither buy it
nor ask their leaves. . . . Indeed, no nation is to drive out
another without special commission from Heaven . . .
unless the natives do unjustly wrong them, and will not
recompense the wrongs done in a peaceable fort [way].
And then they may right themselves by lawful war and
subdue the country unto themselves.
JOHN COTTON, from "God's Promise to His Plantation"
1. What do you think Native Americans might have said about
Cotton's statement that America was a "vacant place"?
A. agreed that the continent was largely empty
B. discussed development plans with him
C. pointed out that they inhabited the land
D. offered to sell the land to him
2 . How might the last part of Cotton's statement have helped
the Puritans justify taking land from the Native Americans?
A. Puritans could claim natives had wronged them.
B. Natives could claim Puritans had wronged them.
C. Puritans believed war was wrong in all circumstances.
D. Native Americans were willing to negotiate their grievances.
Use the Aztec drawing below and your knowledge of world
history to answer question 3.
3. How does the artist depict the clash of Aztec and Spanish
cultures?
A. meeting to negotiate peace
B. meeting as warriors
C. engaging in a sports competition
D. meeting as friends
INTEGRATED TECHNOLOGY
TEST PRACTICE Go to classzone.com
• Diagnostic tests • Strategies
• Tutorials • Additional practice
J
ALTERNATIVE ASSESSMENT
1. Interact with History
On page 552 you examined the choices some Native
Americans faced during the invasion by Spanish conquistadors.
Now that you have read the chapter, rethink the choice you
made. If you chose to side with the Spaniards, would you now
change your mind? Why? If you decided to fight with the Aztecs,
what are your feelings now? Discuss your thoughts and opinions
with a small group.
2. f\\ WRITING ABOUT HISTORY
An English colony would have looked strange and different to a
Native American of the time. Write a paragraph describing an
English colony of the 17th century. In your paragraph, provide
details about the following:
• clothes
• food
• shelter
• weapons
INTEGRATED TECHNOLOGY
Participating in a WebQuest
Introduction The Columbian Exchange marked the
beginning of worldwide trade. Imagine that you are an
exporter of a product and want to know how tariffs will
affect your sales in various countries.
Task Collect and organize data about a particular
product, including how much of the product various
countries import and the tariff each country imposes.
Process and Resources With a team of four other
students, use the Internet to research your product.
Internet keyword: customs tariffs various countries.
Identify at least five countries that import the product.
Organize your findings in a spreadsheet.
Evaluation and Conclusion How did this project
contribute to your understanding of global trade? How
do you think tariffs will affect demand for your product in
each country?
The Atlantic World 577
Four Governments
In Unit 4, you studied how cultures around the world organized and governed
themselves. The next six pages focus on four of those governments — the Incan
Empire, Italian city-states, Tokugawa Japan, and the Ottoman Empire. How they
functioned and the physical symbols they used to communicate their power are
important themes. The chart below identifies some key characteristics of the four
different governments, and the map locates them in time and place. Take notes
on the similarities and differences between the four governments.
Key Characteristics
Incan Empire
Italian City-States
Tokugawa Japan
Ottoman Empire
Title of
Ruler
• Inca
• varied by city: some had
title of nobility, others of
an elected position
• Shogun; emperor was
a figurehead only
• Sultan
Ruling
Structure
• monarchical
• oligarchic
• militaristic
• bureaucratic
Basis of
Authority
• ruler believed to be
descendant of the
Sun god
• inheritance or social
status supported by
financial influence
• absolute loyalty and
devoted service of
samurai to their daimyo
• military power
Distinctive
Feature of
Government
• Officials reported from
the village level up to
the king.
• Members of an ethnic
group, or mitimas, were
moved from their
homes to other areas
to increase agricultural
output or put down
rebellions.
• Children of Inca, local
officials, and some
others were taken to
Cuzco for training.
• Power was in the
hands of the ruling
family or of a few
wealthy families of
bankers and merchants.
• Many cities had
constitutions and
elected assemblies
with little power.
• Daimyo were the
shogun's vassals and
local administrators.
• Shogun controlled
daimyo's marriage
alliances and the
number of samurai
each had.
• To ensure cooperation,
daimyo's families were
held hostage at court
while daimyos adminis-
tered their home regions.
• Sultan owned every-
thing of value (such as
land and labor); his
bureaucracy was in
charge of managing
and protecting it.
• Members of the
bureaucracy derived
status from the sultan
but were his slaves
along with their families.
• Heads of millets
governed locally.
Monarchy in the Incan Empire, 1 438-1535
SKILLBUILDER: Interpreting Charts
Drawing Conclusions How did the rulers of most of these governments keep themselves in power?
The Incan monarchy was different from European
monarchies. In the Incan Empire, all people worked for
the state, either as farmers, or artisans making cloth, for
example. Men also served as road builders, as messengers,
or as soldiers. The state provided clothing, food, and
any necessities in short supply. Every year, the amount
of land every family had was reviewed to make sure it
could produce enough food to live on.
578 Unit 4 Comparing & Contrasting
Mediterranean Sea
Oligarchy is government by a small group of people. In
Venice, citizens elected a great council, but real power
was held by the senate, which made all decisions. Only
members of 1 25 to 1 50 wealthy and cultured famili
were eligible for membership.
Militarism in Tokugawa Japan, 1 603-1867
A militaristic government is run by the military. All those in
power under the Tokugawa shoguns were samurai. As the
samurais' work became more administrative than military,
the Tokugawa rulers encouraged cultural pursuits such as
etry, calligraphy, and the tea ceremony to keep warlike
ncies in check
ASIA
A
R
CA
PACIFIC
OCEAN
579
Bureaucracy in the Ottoman Empire, 1451-1922
A bureaucratic government is organized into departments
and offices staffed by workers who perform limited tasks.
Because of the size of the empire, the Ottoman
bureaucracy required tens of thousands of civil servants.
The empire also supported and encouraged the arts.
hk i y
INDIAN
OCEAN
Comparing &
Contrasting
1. In what ways did the Incan
government resemble the Ottoman
bureaucracy?
2. What similarities and differences
were there in the way the sultans
and shoguns controlled government
officials?
3. What characteristic did the ruling
class of the Italian city-states and
Tokugawa Japan have in common?
sting: Methods of Government
Structures of Government
All of the governments have officials at different levels with varying degrees of
power and responsibility. Compare the governmental structure of the Ottoman
bureaucracy with that of Tokugawa Shogunate’s militaristic government using the
charts below.
580 Unit 4 Comparing & Contrasting
Artifacts of Power
The everyday objects used by members of government often serve a
symbolic purpose. Note how the objects below communicated the rank
and importance of the person who used them. Examine them and
consider the effect they probably had on the people who saw them.
Comparing &
Contrasting
◄ Incan Headdress
All of the people in
the Incan Empire were
required to wear the
clothing of their
particular ethnic group.
The patterns on clothes
and headdresses
immediately identified
a person's place of
birth and social rank.
< Japanese Sword
Beautiful weapons and armor were symbols of status and
power in Tokugawa Japan. Swords were the special weapons
of the samurai, who were the only people allowed to carry
arms. Daimyo had artisans make fine swords with expensively
decorated hilts and scabbards for ceremonial occasions.
1. How did the role of the sultan
compare with the role of the
Japanese emperor?
2 . What message were expensive
personal items meant to convey?
3 . How does a household item like the
pitcher differ from a sword or
headdress as a symbol of power?
— /
581
Italian Medici Pitcher A
As well as being great patrons of the fine arts, wealthy
Italians surrounded themselves with luxurious practical
objects. Even ordinary items, like a pitcher, were
elaborately made of expensive materials.
unit 4 Comparing & Contrasting: Methods of Government
.
1
Architecture of Government
A ruler’s castle or palace was a luxurious and safe home where he was
surrounded by vassals who protected him. It was also a center of government
where his administrators carried on their work under his supervision. Castles and
palaces are a show of greatness. Large rooms that accommodate many guests
demonstrate the ruler’s authority over many people. Rich decorations display the
ruler’s wealth, refinement, and superior rank.
Japanese Palace ►
Osaka Castle was originally built by
Toyotami Hideyoshi and has been rebuilt
twice since then due to fire. It is
surrounded by gardens, and the interior
was known for its wall paintings and
painted screens. During the Tokugawa
period, the city of Osaka was a center of
trade for agricultural and manufactured
goods. The city was governed directly by
the shoguns who owned the castle.
◄ Ottoman Palace
Topkapi Palace in modern Istanbul,
Turkey, was the home of the Ottoman
sultans. The buildings were built around
several courtyards. Within the outer
walls were gardens, a school for future
officials, the treasury, and an arsenal.
Elaborate paintings, woodwork, and tile
designs decorated the walls and
ceilings of rooms used by the sultan
and his high officials.
Descriptions of Government
The following passages were written by writers who were reflecting not only on
the past, but also on places and events they had personally witnessed.
PRIMARY SOURCE
INTERACTIVE
Machiavelli
In this excerpt from The Discourses, Italian writer Niccolo
Machiavelli discusses six types of government — three good and
three bad.
[T]he three bad ones result from the degradation of the other
three. . . . Thus monarchy becomes tyranny; aristocracy degenerates
into oligarchy; and the popular government lapses readily into
licentiousness [lack of restraint].
[S]agacious legislators . . . have chosen one that should partake
of all of them, judging that to be the most stable and solid. In fact,
when there is combined under the same constitution a prince, a
nobility, and the power of the people, then these three powers will
watch and keep each other reciprocally in check.
DOCUMENT-BASED QUESTION
Why does Machiavelli think a combined government is the
best type of government?
PRIMARY SOURCE
INTERACTIVE
Garcilaso de la Vega
This description of government administration
comes from Garcilaso ’s history of the Inca.
[Local administrators] were obliged each lunar
month to furnish their superiors . . . with a record
of the births and deaths that had occurred in the
territory administered by them. . . .
[E]very two years . . . the wool from the royal
herds was distributed in every village, in order
that each person should be decently clothed
during his entire life. It should be
recalled that ... the people . . .
possessed only very few cattle,
whereas the Inca's and the Sun's
herds were . . . numerous. . . . Thus
everyone was always provided with
clothing, shoes, food, and all that is
necessary in life.
Comparing & Contrasting
DOCUMENT-BASED QUESTION
What and how did the Incan
authorities provide for the common
people's needs?
1. How do Osaka Castle and Topkapi Palace project the
importance of their owners? Explain.
2. Does Machiavelli favor a system of government that would
provide directly for people's needs? Explain.
EXTENSION ACTIVITY
Use the library to get some additional information about the
government structure of the Incan Empire and Renaissance
Venice. Then draw an organizational chart for each of those
governments like the charts on page 580.
583
i \nb
BVN
' t, ; t BTM
kb* m < _ti
nL [pm
ft \ 1 1!Sd|
£ 'J t 3
■fci.C;
sB| l i VWr^s
Ha v i YliH
\\ \u,
ai* '
l,-" fj
i?fi \ ■ f ik?*!
pT^tf aj
v It'®, JSi- H vW
(fflJi 1 J
Rf
HRfflgk \W
On July 14, 1789, an angry French
mob attacked the Bastille, a state
prison in Paris, because it was
looking for arms and gunpowder.
The capture of this prison is
considered the beginning of the
French Revolution.
Political Revolutions
In Unit 5, you will learn that new ideas about human rights and
government led to political revolutions in many countries during the late
1700s and the 1800s. At the end of the unit, you will have a chance to
compare and contrast those revolutions. (See pages 706-711.)
f/Q Comparing & Contrasting
CHAPTER
Absolute Monarchs in
Europe, i 500-1 soo
Previewing Main Ideas
I POWER AND AUTHORITY As feudalism declined, stronger national
kingdoms in Spain, France, Austria, Prussia, and Russia emerged under the
control of absolute rulers.
Geography Study the map. What large empire was surrounded by many of
these national kingdoms?
| ECONOMICS] Absolute rulers wanted to control their countries' economies
so that they could free themselves from limitations imposed by the nobility.
In France, Louis XIV's unrestrained spending left his country with huge debts.
Geography What other evidence of unrestrained spending by an absolute
ruler does the time line suggest?
| REVOLUTION | In Great Britain, Parliament and the British people challenged
the monarch's authority. The overthrow of the king led to important political
changes.
Geography Study the map and the time line. Which British Stuart lands
were most affected by the event occurring in 1649?
INTEGRATED TECHNOLOGY
eEdition
INTERNET RESOURCES
• Interactive Maps
Go to classzone.com for:
• Interactive Visuals
• Research Links
• Maps
• Interactive Primary Sources
• Internet Activities
• Test Practice
• Primary Sources
• Chapter Quiz
• Current Events
(■ Austrian Hapsburg lands
113 British Si uart lands
| I French B our bon lands
I 1 Prussian lands
I 1 Russian lands
Mil Spanish Hapsburg lands
Boundary of Holy Roman Empire
500 Kilomeiers
Conic Projection
Moscow
UNITED
NETHERLANDS
PRUSSIA
HOLY
ROMAN
EMPIRE
ATLANTIC
OCEAN
Prague
AUSTRIA
£harolais
Black Sea
CORSICA
1756
Prussian king Frederick
the Great begins Seven
Years' War against Austria
1696
Peter the Great
becomes sole
czar of Russia.
1645
Louis XIV
begins to
rule France,
1649
Puritans under Oliver
Cromwell (at right)
execute English king. ►
EXAMINING the ISSUES
What are the benefits and
drawbacks of having an
absolute ruler?
You live under the most powerful monarch in 17th-century Europe, Louis XIV
of France, shown below. As Louis’s subject, you feel proud and well protected
because the French army is the strongest in Europe. But Louis’s desire to gain
lands for France and battle enemies has resulted in costly wars. And he expects
you and his other subjects to pay for them.
• What might people gain from having a ruler whose power
is total, or absolute?
• What factors might weaken the power of an absolute
monarch?
As a class, discuss these questions. You may want to refer to earlier
rulers, such as those of the Roman, Ottoman, and Carolingian
empires. As you read about absolute monarchs in Europe, notice
what strengthened and weakened their power.
O Louis XIV uses his clothing to
demonstrate his power and status,
as his portrait shows. The gold
flower on his robe is the symbol of
French kings.
0 Louis's love of finery is apparent not
only in his clothing but also in the
ornate setting for this painting. As
absolute ruler, Louis imposes taxes
to pay for the construction of a
magnificent new palace and to
finance wars.
The government of Louis XIV
enforces laws and provides security.
His sword, scepter, and crown
symbolize the power he wields. Yet
the French people have no say in
what laws are passed or how they
are enforced.
588 Chapter 21
Spain's Empire and
European Absolutism
MAIN IDEA 1 WHY IT MATTERS NOW | TERMS & NAMES
ECONOMICS During a time of
religious and economic
instability, Philip II ruled Spain
with a strong hand.
When faced with crises, many
heads of government take on
additional economic or political
powers.
• Philip II • divine right
• absolute
monarch
SETTING THE STAGE As you learned in Chapter 18, from 1520 to 1566,
Suleyman I exercised great power as sultan of the Ottoman Empire. A European
monarch of the same period, Charles V, came close to matching Suleyman’s
power. As the Hapsburg king, Charles inherited Spain, Spain’s American
colonies, parts of Italy, and lands in Austria and the Netherlands. As the elected
Holy Roman emperor, he ruled much of Germany. It was the first time since
Charlemagne that a European ruler controlled so much territory.
A Powerful Spanish Empire
A devout Catholic, Charles not only fought Muslims but also opposed Lutherans.
In 1555, he unwillingly agreed to the Peace of Augsburg, which allowed German
princes to choose the religion for their territory. The following year, Charles V
divided his immense empire and retired to a monastery. To his brother Ferdinand,
he left Austria and the Holy Roman Empire. His son, Philip II . inherited Spain,
the Spanish Netherlands, and the American colonies.
Philip ITs Empire Philip was shy, serious, and — like his father — deeply reli-
gious. He was also very hard working. Yet Philip would not allow anyone to help
him. Deeply suspicious, he trusted no one for long. As his own court historian
wrote, “His smile and his dagger were very close.”
Perhaps above all, Philip could be aggressive for the sake of his empire. In
1580, the king of Portugal died without an heir. Because Philip was the king’s
nephew, he seized the Portuguese kingdom. Counting Portuguese strongholds in
Africa, India, and the East Indies, he now had an empire that circled the globe.
Philip’s empire provided him with incredible wealth. By 1600, American
mines had supplied Spain with an estimated 339,000 pounds of gold. Between
1550 and 1650, roughly 16,000 tons of silver bullion were unloaded from
Spanish galleons, or ships. The king of Spain claimed between a fourth and a
fifth of every shipload of treasure as his royal share. With this wealth, Spain was
able to support a large standing army of about 50,000 soldiers.
Defender of Catholicism When Philip assumed the throne, Europe was experi-
encing religious wars caused by the Reformation. However, religious conflict was
not new to Spain. The Reconquista, the campaign to drive Muslims from Spain,
had been completed only 64 years before. In addition, Philip’s great-grandparents
TAKING NOTES
Clarifying Use a chart to
list the conditions that
allowed European
monarchs to gain power.
Absolute Monarchs in Europe 589
OTLANI
ELAND
North
Sea
ATLANTIC
OCEAN
ENGLAND
In the summer of 1588, Philip II sent about
130 ships carrying 19,000 soldiers to the
English Channel. English warships, however,
outmaneuvered the Spanish vessels and
bombarded the Armada with their heavier
long-range cannons.
meters
English
Channel
Bay of
Biscay
Santander
Late September, 1588
PORTUGAL
Lisbon
Late May, 1588
kilometers
Dover.
Gravelines
Isle of Wight
Portland Bill
FRANCE
Defeat of the Spanish Armada, 1 588
GEOGRAPHY SKILLBtJM-BE*:// Sea
Interpreting Maps
1 . Location Off what English town did the first
clash between the Spanish Armada and the
English fleet take place?
2. Movement Why do you think the Spanish
captains chose to sail north around Scotland
rather than take the more direct route home
back through the English Channel?
^ Route of the Armada
Route of the English fleet
Some shipwreck sites
W3\ Spanish Hapsburg lands
A Major battles
MAIN idea
Making
Inferences
A>What did Philip
want his palace to
demonstrate about
his monarchy?
Isabella and Ferdinand had used the Inquisition to investigate suspected heretics, or
nonbelievers in Christianity.
Philip believed it was his duty to defend Catholicism against the Muslims of the
Ottoman Empire and the Protestants of Europe. In 1571, the pope called on all
Catholic princes to take up arms against the mounting power of the Ottoman Empire.
Philip responded like a true crusader. More than 200 Spanish and Venetian ships
defeated a large Ottoman fleet in a fierce battle near Lepanto. In 1588, Philip
launched the Spanish Armada in an attempt to punish Protestant England and its
queen, Elizabeth I. Elizabeth had supported Protestant subjects who had rebelled
against Philip. However, his fleet was defeated. (See map opposite.)
Although this setback seriously weakened Spain, its wealth gave it the appear-
ance of strength for a while longer. Philip’s gray granite palace, the Escorial, had
massive walls and huge gates that demonstrated his power. The Escorial also
reflected Philip’s faith. Within its walls stood a monastery as well as a palace. A
Golden Age of Spanish Art and Literature
Don Quixote The publication of
Don Quixote de la Mancha in
1605 is often called the birth of
the modern European novel. In
this book, Miguel de Cervantes
(suhr*VAN*teez) wrote about a
poor Spanish nobleman who went
a little crazy after reading too
many books about heroic knights.
Spain’s great wealth did more than support navies and build palaces. It also allowed
monarchs and nobles to become patrons of artists. During the 16th and 17th cen-
turies, Spain experienced a golden age in the arts. The works of two great painters
show both the faith and the pride of Spain during this period.
El Greco and Velazquez Bom in Crete, El Greco (GREHK*oh) spent much of his
adult life in Spain. His real name was Domenikos Theotokopoulos, but Spaniards
called him El Greco, meaning “the Greek.” El Greco’s art often puzzled the people of
his time. He chose brilliant, sometimes clashing colors, distorted the human figure,
and expressed emotion symboli-
cally in his paintings. Although
unusual, El Greco’s techniques
showed the deep Catholic faith of
Spain. He painted saints and mar-
tyrs as huge, long-limbed figures
that have a supernatural air.
The paintings of Diego
Velazquez (vuh*LAHS # kehs), on
the other hand, reflected the
pride of the Spanish monarchy.
Velazquez, who painted 50 years
after El Greco, was the court
painter to Philip IV of Spain. He
is best known for his portraits of
the royal family and scenes of
court life. Like El Greco, he was
noted for using rich colors.
▼ In Las
Meninas (The
Maids of Honor),
Velazquez
depicts King
Philip IV's
daughter and
her attendants.
Absolute Monarchs in Europe 591
Hoping to “right every manner of wrong,” Don Quixote rode forth in a rusty suit of
armor, mounted on a feeble horse. At one point, he mistook some windmills for giants:
PRIMARY SOURCE
He rushed with [his horse's] utmost speed upon the first windmill he could come at,
and, running his lance into the sail, the wind whirled about with such swiftness, that the
rapidity of the motion presently broke the lance into shivers, and hurled away both
knight and horse along with it, till down he fell, rolling a good way off in the field.
MIGUEL DE CERVANTES, Don Quixote de la Mancha
Some critics believe that Cervantes was mocking chivalry, the knightly code of the
Middle Ages. Others maintain that the book is about an idealistic person who longs
for the romantic past because he is frustrated with his materialistic world.
The Spanish Empire Weakens
Certainly, the age in which Cervantes wrote was a materialistic one. The gold and
silver coming from the Americas made Spain temporarily wealthy. However, such
treasure helped to cause long-term economic problems.
Inflation and Taxes One of these problems was severe inflation, which is a
decline in the value of money, accompanied by a rise in the prices of goods and ser-
vices. Inflation in Spain had two main causes. First, Spain’s population had been
growing. As more people demanded food and other goods, merchants were able to
raise prices. Second, as silver bullion flooded the market, its value dropped. People
needed more and more amounts of silver to buy things.
Spain’s economic decline also had other causes. When Spain expelled the Jews
and Moors (Muslims) around 1500, it lost many valuable artisans and business-
people. In addition, Spain’s nobles did not have to pay taxes. The tax burden fell on
the lower classes. That burden prevented them from accumulating enough wealth
to start their own businesses. As a result, Spain never developed a middle class.
Making Spain's Enemies Rich Guilds that had emerged in
the Middle Ages still dominated business in Spain. Such
guilds used old-fashioned methods. This made Spanish
cloth and manufactured goods more expensive than those
made elsewhere. As a result, Spaniards bought much of
what they needed from France, England, and the
Netherlands. Spain’s great wealth flowed into the pockets of
foreigners, who were mostly Spain’s enemies.
To finance their wars, Spanish kings borrowed money
from German and Italian bankers. When shiploads of silver
came in, the money was sent abroad to repay debts. The
economy was so feeble that Philip had to declare the
Spanish state bankrupt three times. By
The Dutch Revolt In the Spanish Netherlands, Philip had
to maintain an army to keep his subjects under control. The
Dutch had little in common with their Spanish rulers. While
Spain was Catholic, the Netherlands had many Calvinist
congregations. Also, Spain had a sluggish economy, while
the Dutch had a prosperous middle class.
Philip raised taxes in the Netherlands and took steps to
crush Protestantism. In response, in 1566, angry Protestant
mobs swept through Catholic churches. Philip then sent an
Global Impact
Tulip Mania
Tulips came to Europe from Turkey
around 1550. People went wild over
the flowers and began to buy rare
varieties. However, the supply of
tulips could not meet the demand,
and prices began to rise. Soon
people were spending all their
savings on bulbs and
taking out loans so that
they could buy more.
Tulip mania reached a
peak between 1633 and
1637. Soon after, tulip
prices sank rapidly.
Many Dutch families
lost property and
were left with
bulbs that were
nearly worthless.
MAIN IDEA
Identifying
Problems
By Why didn't
Spain's economy
benefit from the
gold and silver from
the Americas?
592 Chapter 21
army under the Spanish duke of Alva to punish the rebels. On a single day in 1568,
the duke executed 1,500 Protestants and suspected rebels.
The Dutch continued to fight the Spanish for another 1 1 years. Finally, in 1579,
the seven northern provinces of the Netherlands, which were largely Protestant,
united and declared their independence from Spain. They became the United
Provinces of the Netherlands. The ten southern provinces (present-day Belgium)
were Catholic and remained under Spanish control.
The Independent Dutch Prosper
The United Provinces of the Netherlands was different from other European states of
the time. For one thing, the people there practiced religious toleration. In addition,
the United Provinces was not a kingdom but a republic. Each province had an elected
governor, whose power depended on the support of merchants and landholders.
Dutch Art During the 1600s, the Netherlands became what Florence had been dur-
ing the 1400s. It boasted not only the best banks but also many of the best artists
in Europe. As in Florence, wealthy merchants sponsored many of these artists.
Rembrandt van Rijn (REHM*brant vahn RYN) was the greatest Dutch artist of
the period. Rembrandt painted portraits of wealthy middle-class merchants. He
also produced group portraits. In The Night Watch (shown below), he portrayed a
group of city guards. Rembrandt used sharp contrasts of light and shadow to draw
attention to his focus.
Another artist fascinated with the effects of light and dark was Jan Vermeer
(YAHN vuhr*MEER). Like many other Dutch artists, he chose domestic, indoor
settings for his portraits. He often painted women doing such familiar activities as
pouring milk from a jug or reading a letter. The work of both Rembrandt and
Vermeer reveals how important merchants, civic leaders, and the middle class in
general were in 17th-century Netherlands.
◄ In The Night
Watch,
Rembrandt
showed the
individuality of
each man by
capturing
distinctive facial
expressions and
postures.
593
Dutch Trading Empire The stability of the government allowed the Dutch people
to concentrate on economic growth. The merchants of Amsterdam bought surplus
grain in Poland and crammed it into their warehouses. When they heard about poor
harvests in southern Europe, they shipped the grain south while prices were high-
est. The Dutch had the largest fleet of ships in the world — perhaps 4,800 ships in
1636. This fleet helped the Dutch East India Company (a trading company con-
trolled by the Dutch government) to dominate the Asian spice trade and the Indian
Ocean trade. Gradually, the Dutch replaced the Italians as the bankers of Europe.
Absolutism in Europe
Even though Philip II lost his Dutch possessions, he was a forceful ruler in many
ways. He tried to control every aspect of his empire’s affairs. During the next few
centuries, many European monarchs would also claim the authority to rule without
limits on their power.
The Theory of Absolutism These rulers wanted to be absolute monarchs . kings or
queens who held all of the power within their states’ boundaries. Their goal was to
control every aspect of society. Absolute monarchs believed in divine rig ht, the idea
that God created the monarchy and that the monarch acted as God’s representative on
Earth. An absolute monarch answered only to God, not to his or her subjects. C,
MAIN IDEA
Drawing
Conclusions
C, How was
Philip II typical of an
absolute monarch?
r
Analyzing Key Concepts
Absolutism
Absolutism was the political belief that
one ruler should hold all of the power
within the boundaries of a country.
Although practiced by several monarchs
in Europe during the 16th through
18th centuries, absolutism has been
used in many regions throughout
history. In ancient times, Shi Huangdi
in China, Darius in Persia, and the
Roman caesars were all absolute rulers.
(See Chapters 4, 5, and 6.)
Religious and territorial conflicts created fear
and uncertainty.
The growth of armies to deal with conflicts
caused rulers to raise taxes to pay troops.
Heavy taxes led to additional unrest and
peasant revolts.
ABSOLUTISM
SKILLBUILDER: Interpreting Charts
1 . Making Inferences Why do you think
absolute rulers controlled social gatherings?
rT! See Skillbuilder Handbook, page RIO.
2. Hypothesizing Today several nations
of the world (such as Saudi Arabia)
have absolute rulers. Judging from what you
know of past causes of absolutism , why do
you think absolute rulers still
exist today?
Effects
• Rulers regulated religious worship and social
gatherings to control the spread of ideas.
• Rulers increased the size of their courts to
appear more powerful.
• Rulers created bureaucracies to control their
countries' economies.
594 Chapter 21
Growing Power of Europe's Monarchs As Europe emerged from the Middle
Ages, monarchs grew increasingly powerful. The decline of feudalism, the rise of
cities, and the growth of national kingdoms all helped to centralize authority. In
addition, the growing middle class usually backed monarchs, because they
promised a peaceful, supportive climate for business. Monarchs used the wealth of
colonies to pay for their ambitions. Church authority also broke down during the
late Middle Ages and the Reformation. That opened the way for monarchs to
assume even greater control. In 1576, Jean Bodin, an influential French writer,
defined absolute rule:
PRIMARY SOURCE
The first characteristic of the sovereign prince is the power to make general and special
laws, but— and this qualification is important— without the consent of superiors, equals,
or inferiors. If the prince requires the consent of superiors, then he is a subject himself;
if that of equals, he shares his authority with others; if that of his subjects, senate or
people, he is not sovereign.
JEAN BODIN, Six Books on the State
Crises Lead to Absolutism The 17th century was a period of great upheaval in
Europe. Religious and territorial conflicts between states led to almost continuous
warfare. This caused governments to build huge armies and to levy even heavier
taxes on an already suffering population. These pressures in turn brought about
widespread unrest. Sometimes peasants revolted.
In response to these crises, monarchs tried to impose order by increasing their
own power. As absolute rulers, they regulated everything from religious worship to
social gatherings. They created new government bureaucracies to control their
countries’ economic life. Their goal was to free themselves from the limitations
imposed by the nobility and by representative bodies such as Parliament. Only with
such freedom could they rule absolutely, as did the most famous monarch of his
time, Louis XIV of France. You’ll learn more about him in the next section.
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Philip II • absolute monarch • divine right
USING YOUR NOTES
2. Which condition is probably
most necessary for a monarch
to gain power? Why?
MAIN IDEAS
3. What is the significance of
England's defeat of the Spanish
Armada?
CRITICAL THINKING & WRITING
6. DRAWING CONCLUSIONS What does the art described in
this section reveal about the cultures of Spain and the
Netherlands?
4. Why did the Dutch revolt
against Spain?
7. ANALYZING CAUSES What role did religion play in the
struggle between the Spanish and the Dutch?
5. Why did absolute monarchs
believe that they were justified
in exercising absolute power?
8. MAKING INFERENCES How did the lack of a middle class
contribute to the decline of Spain's economy?
9. WRITING ACTIVITY ECONOMICS | Write a comparison-
contrast paragraph on the economies of Spain and the
Netherlands around 1600.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY
Use the Internet to identify the religious affiliations of people in Spain
and in the Netherlands today. Create a graph for each country showing
the results of your research.
INTERNET KEYWORD
religion in Spain; religion in
the Netherlands
Absolute Monarchs in Europe 595
The Reign of Louis XIV
MAIN IDEA 1 WHY IT MATTERS NOW | TERMS & NAMES
POWER AND AUTHORITY After
a century of war and riots, France
was ruled by Louis XIV, the most
powerful monarch of his time.
Louis's abuse of power led to
revolution that would inspire the
call for democratic government
throughout the world.
Edict of
• intendant
Nantes
• Jean Baptiste
Cardinal
Colbert
Richelieu
• War of the
skepticism
Spanish
Louis XIV
Succession
SETTING THE STAGE In 1559, King Henry II of France died, leaving four
young sons. Three of them ruled, one after the other, but all proved incompetent.
The real power behind the throne during this period was their mother, Catherine
de Medicis. Catherine tried to preserve royal authority, but growing conflicts
between Catholics and Huguenots — French Protestants — rocked the country.
Between 1562 and 1598, Huguenots and Catholics fought eight religious wars.
Chaos spread through France.
TAKING NOTES
Following Chronological
Order Use a time line to
list the major events of
Louis XIV's reign.
/€43 ms
Religious Wars and Power Struggles
In 1572, the St. Bartholomew’s Day Massacre in Paris sparked a six- week,
nationwide slaughter of Huguenots. The massacre occurred when many
Huguenot nobles were in Paris. They were attending the marriage of Catherine’s
daughter to a Huguenot prince, Henry of Navarre. Most of these nobles died, but
Henry survived.
Henry of Navarre Descended from the popular medieval king Louis IX, Henry
was robust, athletic, and handsome. In 1589, when both Catherine and her last
son died, Prince Henry inherited the throne. He became Henry IV, the first king
of the Bourbon dynasty in France. As king, he showed himself to be decisive,
fearless in battle, and a clever politician.
Many Catholics, including the people of Paris, opposed Henry. For the sake of
his war-weary country, Henry chose to give up Protestantism and become a
Catholic. Explaining his conversion, Henry reportedly declared, “Paris is well
worth a mass.”
In 1598, Henry took another step toward healing France’s wounds. He
declared that the Huguenots could live in peace in France and set up their own
houses of worship in some cities. This declaration of religious toleration was
called the Edict of Nantes .
Aided by an adviser who enacted wise financial policies, Henry devoted his
reign to rebuilding France and its prosperity. He restored the French monarchy
to a strong position. After a generation of war, most French people welcomed
peace. Some people, however, hated Henry for his religious compromises. In
1610, a fanatic leaped into the royal carriage and stabbed Henry to death.
596 Chapter 21
MAIN IDEA
Making
Inferences
A j How did
Richelieu's actions
toward Huguenots
and the nobility
strengthen the
monarchy?
▲ Cardinal
Richelieu
probably
had himself
portrayed in
a standing
position in
this painting to
underscore his
role as ruler.
Louis XIII and Cardinal Richelieu After Henry IV’s death,
his son Louis XIII reigned. Louis was a weak king, but in
1624, he appointed a strong minister who made up for all of
Louis’s weaknesses.
Cardinal Richelieu (RIHSH •uh*LOo) became, in effect, the
ruler of France. For several years, he had been a hard-working
leader of the Catholic church in France. Although he tried sin-
cerely to lead according to moral principles, he was also ambi-
tious and enjoyed exercising authority. As Louis XIII’s minister,
he was able to pursue his ambitions in the political arena.
Richelieu took two steps to increase the power of the
Bourbon monarchy. First, he moved against Huguenots. He
believed that Protestantism often served as an excuse for
political conspiracies against the Catholic king. Although
Richelieu did not take away the Huguenots’ right to worship,
he forbade Protestant cities to have walls. He did not want
them to be able to defy the king and then withdraw behind
strong defenses.
Second, he sought to weaken the nobles’ power. Richelieu
ordered nobles to take down their fortified castles. He
increased the power of government agents who came from the
middle class. The king relied on these agents, so there was
less need to use noble officials.
Richelieu also wanted to make France the strongest state in Europe. The great-
est obstacle to this, he believed, was the Hapsburg rulers, whose lands surrounded
France. The Hapsburgs ruled Spain, Austria, the Netherlands, and parts of the Holy
Roman Empire. To limit Hapsburg power, Richelieu involved France in the Thirty
Years’ War. A,
Writers Turn Toward Skepticism
As France regained political power, a new French intellectual movement devel-
oped. French thinkers had witnessed the religious wars with horror. What they saw
turned them toward skepticism , the idea that nothing can ever be known for cer-
tain. These thinkers expressed an attitude of doubt toward churches that claimed to
have the only correct set of doctrines. To doubt old ideas, skeptics thought, was the
first step toward finding truth.
Montaigne and Descartes Michel de Montaigne lived during the worst years of
the French religious wars. After the death of a dear friend, Montaigne thought
deeply about life’s meaning. To communicate his ideas, Montaigne developed a
new form of literature, the essay. An essay is a brief work that expresses a person’s
thoughts and opinions.
In one essay, Montaigne pointed out that whenever a new belief arose, it
replaced an old belief that people once accepted as truth. In the same way, he went
on, the new belief would also probably be replaced by some different idea in the
future. For these reasons, Montaigne believed that humans could never have abso-
lute knowledge of what is true.
Another French writer of the time, Rene Descartes, was a brilliant thinker. In his
Meditations on First Philosophy ; Descartes examined the skeptical argument that
one could never be certain of anything. Descartes used his observations and his
reason to answer such arguments. In doing so, he created a philosophy that influ-
enced modern thinkers and helped to develop the scientific method. Because of
Absolute Monarchs in Europe 597
this, he became an important figure in the Enlightenment,
which you will read about in Chapter 22.
Louis XIV Comes to Power
The efforts of Henry IV and Richelieu to strengthen the
French monarchy paved the way for the most powerful ruler
in French history — Louis XIV . In Louis’s view, he and the
state were one and the same. He reportedly boasted, “L’etat,
c ’est moi,” meaning “I am the state.” Although Louis XIV
became the strongest king of his time, he was only a four-
year-old boy when he began his reign.
Louis, the Boy King When Louis became king in 1643
after the death of his father, Louis XIII, the true ruler of
France was Richelieu’s successor, Cardinal Mazarin
(MAZ*uh*RAN). Mazarin ’s greatest triumph came in 1648,
with the ending of the Thirty Years’ War.
Many people in France, particularly the nobles, hated
Mazarin because he increased taxes and strengthened the
central government. From 1648 to 1653, violent anti-
Mazarin riots tore France apart. At times, the nobles who
led the riots threatened the young king’s life. Even after the
violence was over, Louis never forgot his fear or his anger
at the nobility. He determined to become so strong that they
could never threaten him again.
In the end, the nobles’ rebellion failed for three reasons.
Its leaders distrusted one another even more than they dis-
trusted Mazarin. In addition, the government used violent
repression. Finally, peasants and townspeople grew weary
of disorder and fighting. For many years afterward, the peo-
ple of France accepted the oppressive laws of an absolute
king. They were convinced that the alternative — rebellion —
was even worse. &
Louis Weakens the Nobles' Authority When Cardinal
Mazarin died in 1661, the 22-year-old Louis took control of
the government himself. He weakened the power of the
nobles by excluding them from his councils. In contrast, he
increased the power of the government agents called intendants . who collected
taxes and administered justice. To keep power under central control, he made sure
that local officials communicated regularly with him.
Economic Growth Louis devoted himself to helping France attain economic, polit-
ical, and cultural brilliance. No one assisted him more in achieving these goals than
his minister of finance, Jean Baptiste Colbert (kawLBEHR). Colbert believed in
the theory of mercantilism. To prevent wealth from leaving the country, Colbert
tried to make France self-sufficient. He wanted it to be able to manufacture every-
thing it needed instead of relying on imports.
To expand manufacturing, Colbert gave government funds and tax benefits to
French companies. To protect France’s industries, he placed a high tariff on goods
from other countries. Colbert also recognized the importance of colonies, which
provided raw materials and a market for manufactured goods. The French govern-
ment encouraged people to migrate to France’s colony in Canada. There the fur
trade added to French trade and wealth.
Louis XIV
1638-1715
Although Louis XIV stood only 5 feet
5 inches tall, his erect and dignified
posture made him appear much
taller. (It also helped that he wore
high-heeled shoes.)
Louis had very strong likes and
dislikes. He hated cities and loved to
travel through France's countryside.
The people who traveled with him
were at his mercy, however, for he
allowed no stopping except for his
own comfort.
It is small wonder that the vain
Louis XIV liked to be called the Sun
King. He believed that, as with the
sun, all power radiated from him.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on
Louis XIV, go to classzone.com
J
MAIN IDEA
Recognizing
Effects
What effects
did the years of
riots have on Louis
XIV? on his sub-
jects?
Vocabulary
mercontilism: the
economic theory
that nations should
protect their home
industries and
export more than
they import
598 Chapter 21
After Colbert’s death, Louis announced a policy that slowed France’s economic
progress. In 1685, he canceled the Edict of Nantes, which protected the religious
freedom of Huguenots. In response, thousands of Huguenot artisans and business
people fled the country. Louis’s policy thus robbed France of many skilled workers.
MAIN IDEA
Analyzing
Primary Sources
How did Louis's
treatment of the
nobles reflect his
belief in his abso-
lute authority?
The Sun King's Grand Style
In his personal finances, Louis spent a fortune to surround himself with luxury. For
example, each meal was a feast. An observer claimed that the king once devoured
four plates of soup, a whole pheasant, a partridge in garlic sauce, two slices of ham,
a salad, a plate of pastries, fruit, and hard-boiled eggs in a single sitting! Nearly 500
cooks, waiters, and other servants worked to satisfy his tastes.
Louis Controls the Nobility Every morning, the chief valet woke Louis at 8:30.
Outside the curtains of Louis’s canopy bed stood at least 100 of the most privileged
nobles at court. They were waiting to help the great king dress. Only four would be
allowed the honor of handing Louis his slippers or holding his sleeves for him.
Meanwhile, outside the bedchamber, lesser nobles waited in the palace halls and
hoped Louis would notice them. A kingly nod, a glance of approval, a kind word —
these marks of royal attention determined whether a noble succeeded or failed.
A duke recorded how Louis turned against nobles who did not come to court
to flatter him:
PRI MARY SOU RCE £>
He looked to the right and to the left, not only upon rising but upon
going to bed, at his meals, in passing through his apartments, or his
gardens. ... He marked well all absentees from the Court, found out the
reason of their absence, and never lost an opportunity of acting toward
them as the occasion might seem to justify. . . . When their names were
in any way mentioned, "I do not know them," the King would reply
haughtily.
DUKE OF SAINT-SIMON, Memoirs of Louis XIV and the Regency
Having the nobles at the palace increased royal authority in two ways.
It made the nobility totally dependent on Louis. It also took them from their
homes, thereby giving more power to the intendants. Louis required hundreds of
nobles to live with him at the splendid palace he built at Versailles, about 1 1 miles
southwest of Paris.
As you can see from the pictures on the following page, everything about the
Versailles palace was immense. It faced a huge royal courtyard dominated by a
statue of Louis XIV The palace itself stretched for a distance of about 500 yards.
Because of its great size, Versailles was like a small royal city. Its rich decoration
and furnishings clearly showed Louis’s wealth and power to everyone who came to
the palace.
Patronage of the Arts Versailles was a center of the arts during Louis’s reign.
Louis made opera and ballet more popular. He even danced the title role in the bal-
let The Sun King. One of his favorite writers was Moliere (mohEYAIR), who wrote
some of the funniest plays in French literature. Moliere’s comedies include
Tartuffe , which mocks religious hypocrisy.
Not since Augustus of Rome had there been a European monarch who sup-
ported the arts as much as Louis. Under Louis, the chief purpose of art was no
longer to glorify God, as it had been in the Middle Ages. Nor was its purpose to
glorify human potential, as it had been in the Renaissance. Now the purpose of art
was to glorify the king and promote values that supported Louis’s absolute rule.
▼ Though full of
errors, Saint-
Simon's memoirs
provide valuable
insight into Louis
XIV's character
and life at
Versailles.
Absolute Monarchs in Europe 599
History / Depth
Many people consider the Hall of Mirrors the most
beautiful room in the palace. Along one wall are
17 tall mirrors. The opposite wall has 17 windows
that open onto the gardens. The hall has gilded
statues, crystal chandeliers, and a painted ceiling.
SKILLBUILDER: Interpreting Visuals
1 . Analyzing Motives Why do you think Louis XIV believed he needed such a large and luxurious palace?
Explain what practical and symbolic purposes Versailles might have served.
2. Developing Historical Perspective Consider the amount of money and effort that went into the construction
of this extravagant palace. What does this reveal about the way 1 7th-century French society viewed its king?
The Palace at Versailles
Louis XIV's palace at Versailles was proof of his absolute power.
Only a ruler with total control over his country's economy could
afford such a lavish palace. It cost an estimated $2.5 billion in 2003
dollars. Louis XIV was also able to force 36,000 laborers and 6,000
horses to work on the project.
its • wija
sm
111
■
It took so much water to run all
the fountains at once that it was
done only for special events. On
other days, when the king
walked in the garden, servants
would turn on fountains just
before he reached them.
The fountains were turned off
after he walked away.
The gardens at Versailles remain beautiful
today. Originally, Versailles was built with:
• 5,000 acres of gardens, lawns, and woods
• 1,400 fountains
MAIN IDEA
Recognizing
Effects
3^ How did
Louis's wars against
weaker countries
backfire?
Louis Fights Disastrous Wars
Under Louis, France was the most powerful country in Europe. In 1660, France
had about 20 million people. This was four times as many as England and ten times
as many as the Dutch republic. The French army was far ahead of other states’
armies in size, training, and weaponry.
▼ The painting
below shows
the Battle of
Denain, one of
the last battles
fought during
the War of the
Spanish
Succession.
Attempts to Expand France's Boundaries In 1667, just six years after Mazarin’s
death, Louis invaded the Spanish Netherlands in an effort to expand France’s
boundaries. Through this campaign, he gained 12 towns. Encouraged by his suc-
cess, he personally led an army into the Dutch Netherlands in 1672. The Dutch
saved their country by opening the dikes and flooding the countryside. This was the
same tactic they had used in their revolt against Spain a century earlier. The war
ended in 1678 with the Treaty of Nijmegen. France gained several towns and a
region called Franche-Comte.
Louis decided to fight additional wars, but his luck had run out. By the end of
the 1680s, a Europeanwide alliance had formed to stop France. By banding
together, weaker countries could match France’s strength. This defensive strategy
was meant to achieve a balance of power, in which no single country or group of
countries could dominate others.
In 1689, the Dutch prince William of Orange became the king of England. He
joined the League of Augsburg, which consisted of the Austrian Hapsburg
emperor, the kings of Sweden and Spain, and the leaders of several smaller
European states. Together, these countries equaled France’s strength.
France at this time had been weakened by a series of poor harvests. That, added
to the constant warfare, brought great suffering to the French people. So, too, did
new taxes, which Louis imposed to finance his wars. D,
War of the Spanish Succession Tired of hardship, the French people longed for
peace. What they got was another war. In 1700, the childless king of Spain,
Charles II, died after promising his throne to Louis XIV’s 16-year-old grandson,
Philip of Anjou. The two greatest powers in
Europe, enemies for so long, were now both ruled
by the French Bourbons.
Other countries felt threatened by this increase
in the Bourbon dynasty’s power. In 1701, England,
Austria, the Dutch Republic, Portugal, and several
German and Italian states joined together to pre-
vent the union of the French and Spanish thrones.
The long struggle that followed is known as the
War of the Spanish Succession .
The costly war dragged on until 1714. The
Treaty of Utrecht was signed in that year. Under
its terms, Louis’s grandson was allowed to remain
king of Spain so long as the thrones of France and
Spain were not united.
The big winner in the war was Great Britain.
From Spain, Britain took Gibraltar, a fortress that
controlled the entrance to the Mediterranean.
Spain also granted a British company an asiento ,
permission to send enslaved Africans to Spain’s
American colonies. This increased Britain’s
involvement in trading enslaved Africans.
Absolute Monarchs in Europe 601
Debt of the Royal Family, 1643-1715
2,000
1,800
1,600
1,400
1,200
1,000
800
600
400
200
0
2
a
ill
it
|l
In addition, France gave Britain the North
American territories of Nova Scotia and
Newfoundland, and abandoned claims to the
Hudson Bay region. The Austrian Hapsburgs
took the Spanish Netherlands and other
Spanish lands in Italy. Prussia and Savoy were
recognized as kingdoms.
Louis's Death and Legacy Louis’s last years
were more sad than glorious. Realizing that his
wars had ruined France, he regretted the suffer-
ing he had brought to his people. He died in
bed in 1715. News of his death prompted
rejoicing throughout France. The people had
had enough of the Sun King.
Louis left a mixed legacy to his country. On
the positive side, France was certainly a power
to be reckoned with in Europe. France ranked
above all other European nations in art, litera-
ture, and statesmanship during Louis’s reign. In
addition, France was considered the military
leader of Europe. This military might allowed
France to develop a strong empire of colonies,
which provided resources and goods for trade.
On the negative side, constant warfare and the construction of the Palace of
Versailles plunged France into staggering debt. Also, resentment over the tax bur-
den imposed on the poor and Louis’s abuse of power would plague his heirs — and
eventually lead to revolution.
Absolute rule didn’t die with Louis XIV His enemies in Prussia and Austria had
been experimenting with their own forms of absolute monarchy, as you will learn
in Section 3.
1643 1648 1661 1683 1699 1708 1715
A livre is equal to approximately $10.50
in 1992 U.S. dollars.
Source: Early Modem France 1560-1715
SKILLBUILDER: Interpreting Charts
1 . Comparing How many times greater was the royal
debt in 1715 than in 1643?
2. Synthesizing What was the royal debt of 1715 equal
to in 1992 dollars?
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Edict of Nantes • Cardinal Richelieu • skepticism • Louis XIV • intendant • Jean Baptiste Colbert • War of the Spanish Succession
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which events on your time
3. What impact did the French
6. SUPPORTING OPINIONS Many historians think of Louis XIV
line strengthened the French
religious wars have on French
as the perfect example of an absolute monarch. Do you
monarchy? Which weakened
thinkers?
agree? Explain why or why not.
it?
4. How did Jean Baptiste Colbert
intend to stimulate economic
7. RECOGNIZING EFFECTS How did the policies of Colbert
and Louis XIV affect the French economy? Explain both
1643 ms
growth in France?
positive and negative effects.
i 1 1
, I, x -ii ^
5. What was the result of the War
of the Spanish Succession?
8. SYNTHESIZING To what extent did anti-Protestantism
contribute to Louis's downfall?
9. WRITING ACTIVITY POWER AND AUTHORITY 1 Write a
character sketch of Louis XIV. Discuss his experiences
and character traits.
CONNECT TO TODAY
CREATING AN ORAL PRESENTATION
Research to find out what happened to Versailles after Louis's death and what its function is
today. Then present your findings in an oral presentation.
602 Chapter 21
Central European Monarchs Clash
MAIN IDEA
POWER AND AUTHORITY After
a period of turmoil, absolute
monarchs ruled Austria and the
Germanic state of Prussia.
WHY IT MATTERS NOW
Prussia built a strong military
tradition in Germany that
contributed in part to world
wars in the 20th century.
TERMS & NAMES
• Thirty Years' • Frederick
War the Great
• Maria • Seven Years'
Theresa War
SETTING THE STAGE For a brief while, the German rulers appeared to have
settled their religious differences through the Peace of Augsburg (1555). They
had agreed that the faith of each prince would determine the religion of his sub-
jects. Churches in Germany could be either Lutheran or Catholic, but not
Calvinist. The peace was short-lived — soon to be replaced by a long war. After
the Peace of Augsburg, the Catholic and Lutheran princes of Germany watched
each other suspiciously.
The Thirty Years' War
Both the Lutheran and the Catholic princes tried to gain followers. In addition,
both sides felt threatened by Calvinism, which was spreading in Germany and
gaining many followers. As tension mounted, the Lutherans joined together in the
Protestant Union in 1608. The following year, the Catholic princes formed the
Catholic League. Now, it would take only a spark to set off a war.
Bohemian Protestants Revolt That spark came in 1618. The future Holy
Roman emperor, Ferdinand II, was head of the Hapsburg family. As such, he
ruled the Czech kingdom of Bohemia. The Protestants in Bohemia did not trust
Ferdinand, who was a foreigner and a Catholic. When he closed some Protestant
churches, the Protestants revolted. Ferdinand sent an army into Bohemia to crush
the revolt. Several German Protestant princes took this chance to challenge their
Catholic emperor.
Thus began the Thirty Years' War , a conflict over religion and territory and
for power among European ruling families. The war can be divided into two
main phases: the phase of Hapsburg triumphs and the phase of Hapsburg defeats.
Hapsburg Triumphs The Thirty Years’ War lasted from 1618 to 1648. During
the first 12 years, Hapsburg armies from Austria and Spain crushed the troops
hired by the Protestant princes. They succeeded in putting down the Czech upris-
ing. They also defeated the German Protestants who had supported the Czechs.
Ferdinand II paid his army of 125,000 men by allowing them to plunder, or rob,
German villages. This huge army destroyed everything in its path.
Hapsburg Defeats The Protestant Gustavus Adolphus of Sweden and his disci-
plined army of 23,000 shifted the tide of war in 1630. They drove the Hapsburg
TAKING NOTES
Comparing Use a chart to
compare Maria Theresa
with Frederick the Great.
Compare their years of
reign, foreign policy, and
success in war.
Maria.
T heresa.
Frederick
* the (bread:
Absolute Monarchs in Europe 603
armies out of northern Germany. However, Gustavus Adolphus was killed in battle
in 1632.
Cardinal Richelieu and Cardinal Mazarin of France dominated the remaining
years of the war. Although Catholic, these two cardinals feared the Hapsburgs more
than the Protestants. They did not want other European rulers to have as much
power as the French king. Therefore, in 1635, Richelieu sent French troops to join
the German and Swedish Protestants in their struggle against the Hapsburg armies.
Peace of Westphalia The war did great damage to Germany. Its population
dropped from 20 million to about 16 million. Both trade and agriculture were dis-
rupted, and Germany’s economy was ruined. Germany had a long, difficult recov-
ery from this devastation. That is a major reason it did not become a unified state
until the 1800s.
The Peace of Westphalia (1648) ended the war. The treaty had these important
consequences:
• weakened the Hapsburg states of Spain and Austria;
• strengthened France by awarding it German territory;
• made German princes independent of the Holy Roman emperor;
• ended religious wars in Europe;
• introduced a new method of peace negotiation whereby all participants meet
to settle the problems of a war and decide the terms of peace. This method is
still used today.
Beginning of Modern States The treaty thus abandoned the idea of a Catholic
empire that would rule most of Europe. It recognized Europe as a group of equal,
independent states. This marked the beginning of the modern state system and was
the most important result of the Thirty Years’ War.
MAIN IDIA
Drawing
Conclusions
Judging from
their actions, do
you think the two
French cardinals
were motivated
more by religion or
politics? Why?
SWEDEN
The Holy
Roman Empire
North Sea
ENGLAND
Warsaw
200 Kilometers'
'St h small
GERMAN .Prafl
\ff STATES §5 BOHEMIA
A TL ANTIC
OCEAN
SAXONY
BAVARIA
FRANCE
SWITZ. /TIROL
iLZBURI
SAVOY"
ITALIAN
STATES
OTTOMAN EMPIRE
PORTUGAL
ANDORRA
500 Kilometers
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1. Place Name at least five modern European countries that existed at the end of the Thirty Years' War.
2. Region Refer to the inset map. Which regions lost the most population in the Thirty Years' War?
□ Up to 15%
El 34-66%
The Holy
Q 15-33%
■ Over 66%
Roman Empire
5
rope After the Thirty Yeai
s' War, 1648
s 1
INTERACTIVE
r *■ atv is 'J&P
feW U_J
States Form in Central Europe
Strong states formed more slowly in central Europe than in western Europe. The
major powers of this region were the kingdom of Poland, the Holy Roman Empire,
and the Ottoman Empire. None of them was very strong in the mid- 1600s.
Economic Contrasts with the West One reason for this is that the economy of
central Europe developed differently from that of western Europe. During the late
Middle Ages, serfs in western Europe slowly won freedom and moved to towns.
There, they joined middle-class townspeople, who gained economic power because
of the commercial revolution and the development of capitalism.
By contrast, the landowning aristocracy in central Europe passed laws restrict-
ing the ability of serfs to gain freedom and move to cities. These nobles wanted to
keep the serfs on the land, where they could produce large harvests. The nobles
could then sell the surplus crops to western European cities at great profit.
Several Weak Empires The landowning nobles in central Europe not only held
down the serfs but also blocked the development of strong kings. For example, the
Polish nobility elected the Polish king and sharply limited his power. They allowed
the king little income, no law courts, and no standing army. As a result, there was
not a strong ruler who could form a unified state.
The two empires of central Europe were also weak. Although Suleyman the
Magnificent had conquered Hungary and threatened Vienna in 1529, the Ottoman
Empire could not take its European conquest any farther. From then on, the
Ottoman Empire declined from its peak of power.
In addition, the Holy Roman Empire was seriously weakened by the Thirty Years’
War. No longer able to command the obedience of the German states, the Holy
Roman Empire had no real power. These old, weakened empires and kingdoms left
a power vacuum in central Europe. In the late 1600s, two German- speaking fami-
lies decided to try to fill this vacuum by becoming absolute rulers themselves.
Austria Grows Stronger One of these families was the Hapsburgs of Austria. The
Austrian Hapsburgs took several steps to become absolute monarchs. First, during
the Thirty Years’ War, they reconquered Bohemia. The Hapsburgs wiped out
Protestantism there and created a new Czech nobility that pledged loyalty to them.
Second, after the war, the Hapsburg ruler centralized the government and created a
standing army. Third, by 1699, the Hapsburgs had retaken Hungary from the
Ottoman Empire.
In 1711, Charles VI became the Hapsburg ruler. Charles’s empire was a difficult
one to rule. Within its borders lived a diverse assortment of people — Czechs,
Hungarians, Italians, Croatians, and Germans. Only the fact that one Hapsburg ruler
wore the Austrian, Hungarian, and Bohemian crowns
kept the empire together.
Maria Theresa Inherits the Austrian Throne How
could the Hapsburgs make sure that they continued to
rule all those lands? Charles VI spent his entire reign
working out an answer to this problem. With endless
arm-twisting, he persuaded other leaders of Europe to
sign an agreement that declared they would recognize
Charles’s eldest daughter as the heir to all his Hapsburg
territories. That heir was a young woman named Maria
Theresa . In theory, this agreement guaranteed Maria
Theresa a peaceful reign. Instead, she faced years of
war. Her main enemy was Prussia, a state to the north of
Austria. (See map opposite.)
Absolute Monarchs in Europe 605
▼ The imperial
crest of the
Hapsburgs
shows a double-
headed eagle
with a crown.
Prussia Challenges Austria
Like Austria, Prussia rose to power in the late 1600s.
Like the Hapsburgs of Austria, Prussia’s ruling fam-
ily, the Hohenzollerns, also had ambitions. Those
ambitions threatened to upset central Europe’s deli-
cate balance of power.
The Rise of Prussia The Hohenzollerns built up
their state from a number of small holdings, begin-
ning with the German states of Brandenburg and
Prussia. In 1640, a 20-year-old Hohenzollern named
Frederick William inherited the title of elector of
Brandenburg. After seeing the destruction of the
Thirty Years’ War, Frederick William, later known as
the Great Elector, decided that having a strong army
was the only way to ensure safety.
To protect their lands, the Great Elector and his
descendants moved toward absolute monarchy. They
created a standing army, the best in Europe. They
built it to a force of 80,000 men. To pay for the army,
they introduced permanent taxation. Beginning with
the Great Elector’s son, they called themselves
kings. They also weakened the representative assem-
blies of their territories.
Prussia’s landowning nobility, the Junkers
(YUNG*kuhrz), resisted the king’s growing power.
However, in the early 1700s, King Frederick William I
bought their cooperation. He gave the Junkers the
exclusive right to be officers in his army. As a
result, Prussia became a rigidly controlled, highly
militarized society. B,
Frederick the Great Frederick William worried
that his son, Frederick, was not military enough to
rule. The prince loved music, philosophy, and
poetry. In 1730, when he and a friend tried to run
away, they were caught. To punish Frederick, the
king ordered him to witness his friend’s beheading.
Despite such bitter memories, Frederick II, known
as Frederick the Great followed his father’s mili-
tary policies when he came to power. However, he
also softened some of his father’s laws. With regard
to domestic affairs, he encouraged religious toleration and legal reform. According
to his theory of government, Frederick believed that a ruler should be like a father
to his people:
History Makers
Maria Theresa
1717-1780
An able ruler, Maria
Theresa also devoted
herself to her children,
whom she continued to
advise even after they
were grown. Perhaps her
most famous child was
Marie Antoinette, wife of
Louis XVI of France.
As the Austrian
empress, Maria Theresa
decreased the power of the nobility. She also
limited the amount of labor that nobles could
force peasants to do. She argued: "The
peasantry must be able to sustain itself."
Frederick the Great
1712-1786
Although they reigned
during the same time,
Frederick the Great and
Maria Theresa were very
different. Where Maria
was religious, Frederick
was practical and
atheistic Maria Theresa
had a happy home life
and a huge family,
A/hile Frederick died
without a son to succeed him.
An aggressor in foreign affairs, Frederick
once wrote that "the fundamental role of
governments is the principle of extending their
territories." Frederick earned the title "the
Great" by achieving his goals for Prussia.
INTEGRATED/ TECHNOLOGY
INTERNET ACTIVITY Create a family tree showing
Maria Theresa's parents and children. Go to
classzone.com for your research.
MAIN IDEA
Clarifying
What steps did
the Prussian mon-
archs take to
become absolute
monarchs?
PRIMARY SOURCE
A prince ... is only the first servant of the state, who is obliged to act with probity
[honesty] and prudence. ... As the sovereign is properly the head of a family of citizens,
the father of his people, he ought on all occasions to be the last refuge of the
unfortunate.
FREDERICK II, Essay on Forms of Government
606 Chapter 21
MAIN IDEA
Clarifying
C, Why would iron
ore, agricultural
lands, and textiles
be helpful acquisi-
tions for Frederick
the Great?
War of the Austrian Succession In 1740, Maria Theresa succeeded her father,
just five months after Frederick II became king of Prussia. Frederick wanted the
Austrian land of Silesia, which bordered Prussia. Silesia produced iron ore, tex-
tiles, and food products. Frederick underestimated Maria Theresa’s strength. He
assumed that because she was a woman, she would not be forceful enough to
defend her lands. In 1740, he sent his army to occupy Silesia, beginning the War
of the Austrian Succession. C,
Even though Maria Theresa had recently given birth, she journeyed to Hungary.
There she held her infant in her arms as she asked the Hungarian nobles for aid.
Even though the nobles resented their Hapsburg rulers, they pledged to give Maria
Theresa an army. Great Britain also joined Austria to fight its longtime enemy
France, which was Prussia’s ally. Although Maria Theresa did stop Prussia’s
aggression, she lost Silesia in the Treaty of Aix-la-Chapelle in 1748. With the
acquisition of Silesia, Prussia became a major European power.
The Seven Years' War Maria Theresa decided that the French kings were no
longer Austria’s chief enemies. She made an alliance with them. The result was a
diplomatic revolution. When Frederick heard of her actions, he signed a treaty with
Britain — Austria’s former ally. Now, Austria, France, Russia, and others were allied
against Britain and Prussia. Not only had Austria and Prussia switched allies, but
for the first time, Russia was playing a role in European affairs.
In 1756, Frederick attacked Saxony, an Austrian ally. Soon every great European
power was involved in the war. Fought in Europe, India, and North America, the
war lasted until 1763. It was called the Seven Years' War . The war did not change
the territorial situation in Europe.
It was a different story on other continents. Both France and Britain had
colonies in North America and the West Indies. Both were competing economically
in India. The British emerged as the real victors in the Seven Years’ War. France
lost its colonies in North America, and Britain gained sole economic domination
of India. This set the stage for further British expansion in India in the 1800s, as
you will see in Chapter 27.
SECTION
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Thirty Years' War • Maria Theresa • Frederick the Great • Seven Years' War
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. In what ways were the rulers
similar?
3. What were the major conflicts
in the Thirty Years' War?
6. RECOGNIZING EFFECTS How did the Peace of Westphalia
lay the foundations of modern Europe?
Maria
T heresa
Frederick
•the Great
4. What steps did the Austrian
Hapsburgs take toward
becoming absolute monarchs?
5. What countries were allies
during the Seven Years' War?
7. ANALYZING MOTIVES Why did Maria Theresa make an
alliance with the French kings, Austria's chief enemies?
8. DRAWING CONCLUSIONS Based on Frederick's
assumption about Maria Theresa at the outset of the War
of the Austrian Succession, what conclusions can you
draw about how men viewed women in 1700s Europe?
9. WRITING ACTIVITY | POWER AND AUTHORITY | Write an
outline for a lecture on "How to Increase Royal Power
and Become an Absolute Monarch."
CONNECT TO TODAY
CREATING A POSTER
Today much of western Europe belongs to an organization called the European Union (EU).
Find out which countries belong to the EU and how they are linked economically and
politically. Present your findings— including maps, charts, and pictures— in a poster.
Absolute Monarchs in Europe 607
Absolute Rulers of Russia
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
POWER AND AUTHORITY Peter
the Great made many changes
in Russia to try to make it more
like western Europe.
Many Russians today debate
whether to model themselves
on the West or to focus on
traditional Russian culture.
• Ivan the
Terrible
• boyar
• Peter the
Great
• westernization
SETTING THE STAGE Ivan III of Moscow, who ruled Russia from 1462 to
1505, accomplished several things. First, he conquered much of the territory
around Moscow. Second, he liberated Russia from the Mongols. Third, he began
to centralize the Russian government. Ivan III was succeeded by his son, Vasily,
who ruled for 28 years. Vasily continued his father’s work of adding territory to
the growing Russian state. He also increased the power of the central govern-
ment. This trend continued under his son, Ivan IV, who would become an abso-
lute ruler.
TAKING NOTES
Summarizing Use a
cluster diagram to list the
important events of Peter
the Great's reign.
The First Czar
Ivan IV, called Ivan the Terrible , came to the throne in 1533 when he was only
three years old. His young life was disrupted by struggles for power among
Russia’s landowning nobles, known as boyars . The boyars fought to control
young Ivan. When he was 16, Ivan seized power and had himself crowned czar.
This title meant “caesar,” and Ivan was the first Russian ruler to use it offi-
cially. He also married the beautiful Anastasia, related to an old boyar family,
the Romanovs.
The years from 1547 to 1560 are often called Ivan’s “good period.” He won
great victories, added lands to Russia, gave Russia a code of laws, and ruled justly.
Rule by Terror Ivan’s “bad period” began in 1560 after Anastasia died.
Accusing the boyars of poisoning his wife, Ivan turned against them. He orga-
nized his own police force, whose chief duty was to hunt down and murder peo-
ple Ivan considered traitors. The members of this police force dressed in black
and rode black horses.
Using these secret police, Ivan executed many boyars, their families, and the
peasants who worked their lands. Thousands of people died. Ivan seized the
boyars’ estates and gave them to a new class of nobles, who had to remain loyal
to him or lose their land.
Eventually, Ivan committed an act that was both a personal tragedy and a
national disaster. In 1581, during a violent quarrel, he killed his oldest son and
heir. When Ivan died three years later, only his weak second son was left to rule.
Rise of the Romanovs Ivan’s son proved to be physically and mentally inca-
pable of ruling. After he died without an heir, Russia experienced a period of
608 Chapter 21
MAIN IDEA
■ I >■ ! ■■■ #
Recognizing
Effects
What were the
long-term effects of
Ivan's murder of his
oldest son?
MAIN IDEA
Summarizing
Why was Russia
culturally different
from western
Europe?
turmoil known as the Time of Troubles. Boyars struggled for power, and heirs of
czars died under mysterious conditions. Several impostors tried to claim the throne.
Finally, in 1613, representatives from many Russian cities met to choose the
next czar. Their choice was Michael Romanov, grandnephew of Ivan the Terrible’s
wife, Anastasia. Thus began the Romanov dynasty, which ruled Russia for 300
years (1613-1917). A
Peter the Great Comes to Power
Over time, the Romanovs restored order to Russia. They strengthened government
by passing a law code and putting down a revolt. This paved the way for the abso-
lute rule of Czar Peter I. At first, Peter shared the throne with his half-brother.
However, in 1696, Peter became sole ruler of Russia. He is known to history as
Peter the Great , because he was one of Russia’s greatest reformers. He also con-
tinued the trend of increasing the czar’s power.
Russia Contrasts with Europe When Peter I came to power, Russia was still a
land of boyars and serfs. Serfdom in Russia lasted into the mid- 1800s, much longer
than it did in western Europe. Russian landowners wanted serfs to stay on the land
and produce large harvests. The landowners treated the serfs like property. When a
Russian landowner sold a piece of land, he sold the serfs
with it. Landowners could give away serfs as presents or to
pay debts. It was also against the law for serfs to run away
from their owners.
Most boyars knew little of western Europe. In the Middle
Ages, Russia had looked to Constantinople, not to Rome,
for leadership. Then Mongol rule had cut Russia off from
the Renaissance and the Age of Exploration. Geographic
barriers also isolated Russia. Its only seaport, Archangel in
northern Russia, was choked with ice much of the year. The
few travelers who reached Moscow were usually Dutch or
German, and they had to stay in a separate part of the city.
Religious differences widened the gap between western
Europe and Russia. The Russians had adopted the Eastern
Orthodox branch of Christianity. Western Europeans were
mostly Catholics or Protestants, and the Russians viewed
them as heretics and avoided them. &
Peter Visits the West In the 1680s, people in the German
quarter of Moscow were accustomed to seeing the young
Peter striding through their neighborhood on his long legs.
(Peter was more than six and a half feet tall.) He was fasci-
nated by the modern tools and machines in the foreigners’
shops. Above all, he had a passion for ships and the sea. The
young czar believed that Russia’s future depended on hav-
ing a warm-water port. Only then could Russia compete
with the more modern states of western Europe.
Peter was 24 years old when he became the sole ruler of
Russia. In 1697, just one year later, he embarked on the
“Grand Embassy,” a long visit to western Europe. One of
Peter’s goals was to learn about European customs and
manufacturing techniques. Never before had a czar traveled
among Western “heretics.”
History Makers
Peter the Great
1672-1725
Peter the Great had the mind of a
genius, the body of a giant, and the
ferocious temper of a bear. He was
so strong that he was known to take
a heavy silver plate and roll it up as if
it were a piece of paper. If someone
annoyed him, he would knock the
offender unconscious.
The painting above represents
Peter as he looked when he traveled
through western Europe. He dressed
in the plain clothes of an ordinary
worker to keep his identity a secret.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on Peter
the Great, go to classzone.com
^ ^
Absolute Monarchs in Europe 609
Peter Rules Absolutely
Inspired by his trip to the West, Peter resolved that Russia would compete with
Europe on both military and commercial terms. Peter’s goal of westernization , of
using western Europe as a model for change, was not an end in itself. Peter saw it
as a way to make Russia stronger.
Peter's Reforms Although Peter believed Russia needed to change, he knew that
many of his people disagreed. As he said to one official, “For you know yourself that,
though a thing be good and necessary, our people will not do it unless forced to.” To
force change upon his state, Peter increased his powers as an absolute ruler. C,
Peter brought the Russian Orthodox Church under state control. He abolished
the office of patriarch, head of the Church. He set up a group called the Holy
Synod to run the Church under his direction.
Like Ivan the Terrible, Peter reduced the power of the great landowners. He
recruited men from lower-ranking families. He then promoted them to positions of
authority and rewarded them with grants of land.
To modernize his army, Peter hired European officers, who drilled his soldiers
in European tactics with European weapons. Being a soldier became a lifetime job.
By the time of Peter’s death, the Russian army numbered 200,000 men. To pay for
this huge army, Peter imposed heavy taxes.
Westernizing Russia As part of his attempts to westernize Russia, Peter under-
took the following:
• introduced potatoes, which became a staple of the Russian diet
• started Russia’s first newspaper and edited its first issue himself
• raised women’s status by having them attend social gatherings
• ordered the nobles to give up their traditional clothes for Western fashions
• advanced education by opening a school of navigation and introducing
schools for the arts and sciences
MAIN IDEA
Analyzing Bias
£> Judging from
this remark, what
was Peter's view of
his people?
ARCTIC OCEAN
^INLAND
It. Petersburg
lovgorod
Tomsk
Moscow
^Warsaw
POLAND '/}„t
AUSTRIA
$1 ack S e #S,
OTTOMAN
EMPIRE
“'lean Sea
2,000 Kilometers
tie*
The Expansion of Russia, 1500-1800
INTERACTIVE
MONGOLIA
JT3
y
PACIFIC
OCEAN
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1. Location Locate the territories that Peter added to Russia during his reign , from 1682 to 1725.
What bodies of water did Russia gain access to because of these acquisitions?
2 . Region Who added a larger amount of territory to Russia— Ivan III, who ruled from 1462 to 1505,
or Peter the Great?
□ 1462 ■ Acquisitions to 1682
H Acquisitions to 1505 ■ Acquisitions to 1725
□ Acquisitions to 1584 ■ Acquisitions to 1796
MAIN IDEA
Synthesizing
D> Which of Peter's
actions in building
St. Petersburg show
his power as an
absolute monarch?
Peter believed that education was a key to Russia’s
progress. In former times, subjects were forbidden under
pain of death to study the sciences in foreign lands. Now
subjects were not only permitted to leave the country, many
were forced to do it.
Establishing St. Petersburg To promote education and
growth, Peter wanted a seaport that would make it easier to
travel to the West. Therefore, Peter fought Sweden to gain a
piece of the Baltic coast. After 21 long years of war, Russia
finally won the “window on Europe” that Peter had so
desperately wanted.
Actually, Peter had secured that window many years
before Sweden officially surrendered it. In 1703, he began
building a new city on Swedish lands occupied by Russian
troops. Although the swampy site was unhealthful, it
seemed ideal to Peter. Ships could sail down the Neva River
into the Baltic Sea and on to western Europe. Peter called
the city St. Petersburg, after his patron saint.
To build a city on a desolate swamp was no easy matter. Every summer, the
army forced thousands of luckless serfs to leave home and work in St. Petersburg.
An estimated 25,000 to 100,000 people died from the terrible working conditions
and widespread diseases. When St. Petersburg was finished, Peter ordered many
Russian nobles to leave the comforts of Moscow and settle in his new capital. In
time, St. Petersburg became a busy port. D,
For better or for worse, Peter the Great had tried to westernize and reform the cul-
ture and government of Russia. To an amazing extent he had succeeded. By the time
of his death in 1725, Russia was a power to be reckoned with in Europe. Meanwhile,
another great European power, England, had been developing a form of government
that limited the power of absolute monarchs, as you will see in Section 5.
Global Patterns
East Meets West
In the East, Western influence would
affect not only Russia. Other eastern
nations would give way— not always
willingly— to the West and Western
culture. In 1854, Japan was forced to
open its doors to the United States.
By 1867, however, Japan had decided
to embrace Western civilization. The
Japanese modernized their military
based on the German and British
models. They also adopted the
American system of public education.
China and Korea, on the other hand,
would resist foreign intervention well
into the 1900s.
L )
SECTION ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Ivan the Terrible • boyar • Peter the Great • westernization
USING YOUR NOTES
MAIN IDEAS
2. Which event had the most
3. How did Ivan the Terrible deal
impact on modern Russia?
with his enemies during his
Why?
"bad period"?
^
4. Why did Peter the Great believe
that Russia's future depended
on having a warm-water port?
5. What were some of the ways
Peter tried to westernize
Russia?
CRITICAL THINKING & WRITING
6. SUPPORTING OPINIONS Who do you think was more of
an absolute monarch: Ivan the Terrible or Peter the Great?
7. DRAWING CONCLUSIONS Which class of Russian society
probably didn't benefit from Peter's reforms? Why?
8. HYPOTHESIZING How might Peter's attempts at
westernization have affected his people's opinion of
Christians in western Europe?
9. WRITING ACTIVITY POWER AND AUTHORITY Write a one-
paragraph expository essay explaining which of Peter the
Great's actions reveal that he saw himself as the highest
authority in Russia.
CONNECT TO TODAY
STAGING A DEBATE
Peter the Great's reforms were a first step toward Russia's westernization. Today the country
continues the process by experimenting with democratization. Research to find out how Russia
has fared as a democracy. Then stage a debate to argue whether the experiment is working.
Absolute Monarchs in Europe 611
Social History
INTEGRATED TECHNOLOGY
Surviving the Russian Winter
T Troika
To travel in winter, the wealthy
often used sleighs called troikas.
Troika means "group of three";
the name comes from the three
horses that draw this kind of
sleigh. The middle horse
trotted while the two
outside horses galloped.
◄ Crimean Dress
These people are wearing the
traditional dress of tribes from
the Crimean Peninsula, a region
that Russia took over in the
1700s. Notice the heavy hats,
the fur trim on some of the
robes, and the leggings worn
by those with shorter robes. All
these features help to conserve
body heat.
Much of Russia has severe winters. In Moscow, snow usually begins to fall
in mid-October and lasts until mid- April. Siberia has been known to have
temperatures as low as -90°F. Back in the 18th century, Russians did not
have down parkas or high-tech insulation for their homes. But they had
other ways to cope with the climate.
For example, in the 18th century, Russian peasants added potatoes and
corn to their diet. During the winter, these nutritious foods were used in
soups and stews. Such dishes were warming and provided plenty of calories
to help fight off the cold.
RESEARCH LINKS For more on Russian
winters, go to classzone.com
Silver Samovar ►
In the mid- 18th century, samovars
were invented in Russia. These large,
often elaborately decorated urns were
used to boil water for tea. Fire was kept
burning in a tube running up the middle
of the urn— keeping the water piping hot.
612 Chapter 21
> DATA FILE
Winter Festival ►
Russians have never let
their climate stop them
from having fun outdoors.
Here, they are shown
enjoying a Shrovetide
festival, which occurs near
the end of winter. Vendors
sold food such as blinis
(pancakes with sour cream).
Entertainments included
ice skating, dancing bears,
and magic shows.
The people in the
foreground are wearing
heavy fur coats. Otter
fur was often used for
winter clothing. This fur
is extremely thick and
has about one million
hairs per square inch.
T Wooden House
Wooden houses, made of logs, were common in Russia during Peter the
Great's time. To insulate the house from the wind, people stuffed moss
between the logs. Russians used double panes of glass in their windows. For
extra protection, many houses had shutters to cover the windows. The roofs
were steep so snow would slide off.
FROSTY FACTS
• According to a 2001 estimate,
Russian women spend about
$500 million a year on fur
coats and caps.
• The record low temperature in
Asia of -90°F was reached
twice, first in Verkhoyansk,
Russia, in 1892 and then in
Oimekon, Russia, in 1933.
• The record low temperature in
Europe of -67°F was recorded
in Ust'Shchugor, Russia.
• One reason for Russia's cold
climate is that most of the
country lies north of the 45°
latitude line, closer to the
North Pole than to the Equator.
Average High Temperature
for January, Russian Cities
21 °F
Moscow,
Russia
Perm, Rostov,
Russia Russia
Source: Worldclimate.com
Average High Temperature
for January, U.S. Cities
Los Angeles, Minneapolis, New York,
California Minnesota New York
Source: Worldclimate.com
Connect to Today
1. Making Inferences In the 18th
century, how did Russians use their
natural resources to help them cope
with the climate?
See Skillbuilder Handbook, page RIO.
2. Comparing and Contrasting How has
coping with winter weather changed
from 18th-century Russia to today's
world? How has it stayed the same?
613
Parliament Limits
the English Monarchy
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
REVOLUTION Absolute rulers in
England were overthrown, and
Parliament gained power.
Many of the government
reforms of this period
contributed to the democratic
tradition of the United States.
• Charles 1
• English Civil War
• Oliver Cromwell •
• Restoration
Glorious
Revolution
constitutional
monarchy
• habeas corpus • cabinet
SETTING THE STAGE During her reign, Queen Elizabeth I of England had
had frequent conflicts with Parliament. Many of the arguments were over money,
because the treasury did not have enough funds to pay the queen’s expenses. By
the time Elizabeth died in 1603, she had left a huge debt for her successor to deal
with. Parliament’s financial power was one obstacle to English rulers’ becoming
absolute monarchs. The resulting struggle between Parliament and the monarchy
would have serious consequences for England.
TAKING NOTES
Analyzing Causes Use a
chart to list the causes of
each monarch's conflicts
with Parliament.
Monarch
Conflicts
with
Par Ham ent
Jamas )
Charles 1
Jamas JJ
Monarchs Defy Parliament
Elizabeth had no child, and her nearest relative was her cousin, James Stuart.
Already king of Scotland, James Stuart became King James I of England in 1603.
Although England and Scotland were not united until 1707, they now shared a ruler.
James's Problems James inherited the unsettled issues of Elizabeth’s reign. His
worst struggles with Parliament were over money. In addition, James offended
the Puritan members of Parliament. The Puritans hoped he would enact reforms
to purify the English church of Catholic practices. Except for agreeing to a new
translation of the Bible, however, he refused to make Puritan reforms.
Charles I Fights Parliament In 1625, James I died. Charles L his son, took the
throne. Charles always needed money, in part because he was at war with both
Spain and France. Several times when Parliament refused to give him funds, he
dissolved it.
By 1628, Charles was forced to call Parliament again. This time it refused to
grant him any money until he signed a document that is known as the Petition of
Right. In this petition, the king agreed to four points:
• He would not imprison subjects without due cause.
• He would not levy taxes without Parliament’s consent.
• He would not house soldiers in private homes.
• He would not impose martial law in peacetime.
After agreeing to the petition, Charles ignored it. Even so, the petition was
important. It set forth the idea that the law was higher than the king. This idea con-
tradicted theories of absolute monarchy. In 1629, Charles dissolved Parliament
and refused to call it back into session. To get money, he imposed all kinds of fees
and fines on the English people. His popularity decreased year by year.
614 Chapter 21
MAIN IDEA
Comparing
A; What did
Cromwell's rule
have in common
with an absolute
monarchy?
English Civil War
Charles offended Puritans by upholding the rituals of the Anglican Church. In addi-
tion, in 1637, Charles tried to force the Presbyterian Scots to accept a version of
the Anglican prayer book. He wanted both his kingdoms to follow one religion. The
Scots rebelled, assembled a huge army, and threatened to invade England. To meet
this danger, Charles needed money — money he could get only by calling
Parliament into session. This gave Parliament a chance to oppose him.
War Topples a King During the autumn of 1641, Parliament passed laws to limit
royal power. Furious, Charles tried to arrest Parliament’s leaders in January 1642,
but they escaped. Equally furious, a mob of Londoners raged outside the palace.
Charles fled London and raised an army in the north of England, where people
were loyal to him.
From 1642 to 1649, supporters and opponents of King Charles fought the
En glish Civil War . Those who remained loyal to Charles were called Royalists or
Cavaliers. On the other side were Puritan supporters of Parliament. Because these
men wore their hair short over their ears, Cavaliers called them Roundheads.
At first neither side could gain a lasting advantage. However, by 1644 the
Puritans found a general who could win — Oliver Cromwell . In 1645, Cromwell’s
New Model Army began defeating the Cavaliers, and the tide turned toward the
Puritans. In 1647, they held the king prisoner.
In 1649, Cromwell and the Puritans brought Charles to trial for treason against
Parliament. They found him guilty and sentenced him to death. The execution of
Charles was revolutionary. Kings had often been overthrown, killed in battle, or put
to death in secret. Never before, however, had a reigning monarch faced a public
trial and execution.
Puritan Morality In England,
Cromwell and the Puritans
sought to reform society. They
made laws that promoted Puritan
morality and abolished activities
they found sinful, such as the
theater, sporting events, and
dancing. Although he was a strict
Cromweirs Rule Cromwell now held the reins of power. In 1649, he abolished the
monarchy and the House of Lords. He established a commonwealth, a republican
form of government. In 1653, Cromwell sent home the remaining members of
Parliament. Cromwell’s associate John Lambert drafted a constitution, the first writ-
ten constitution of any modern European state. However, Cromwell eventually tore
up the document and became a military dictator. A^
Cromwell almost immediately had to put down a rebellion in Ireland. English
colonization of Ireland had begun in the 1 100s under Henry II. Henry VIII and
his children had brought the
country firmly under English
rule in the 1500s. In 1649,
Cromwell landed on Irish shores
with an army and crushed the
uprising. He seized the lands
and homes of the Irish and gave
them to English soldiers.
Fighting, plague, and famine
killed hundreds of thousands.
▼ This engraving
depicts the
beheading of
Charles I.
Absolute Monarchs in Europe 615
imeters
SCOTLAND
X£
IRELAND
IRELAND
IRELAND
ENGLAND
ENGLAND
ENGLAND
ENGLAND
Naseby
June 1645
^ Edgehill
™ icyio
II Area controlled by Puritans
B Area controlled by Royalists
M Battle
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Movement Explain which side gained and which side lost territory during each
year from 1643 to 1645.
2. Place Which side maintained control of London? Why would this be important?
The English Civil War, 1642-1645
Puritan, Cromwell favored religious toleration for all Christians except Catholics.
He even allowed Jews to return; they had been expelled from England in 1290.
Restoration and Revolution
Oliver Cromwell ruled until his death in 1658. Shortly afterward, the government
he had established collapsed, and a new Parliament was selected. The English peo-
ple were sick of military rule. In 1659, Parliament voted to ask the older son of
Charles I to rule England.
Charles II Reigns When Prince Charles entered London in 1660, crowds shouted
joyfully and bells rang. On this note of celebration, the reign of Charles II began.
Because he restored the monarchy, the period of his rule is called the Restoration .
During Charles II’s reign, Parliament passed an important guarantee of freedom,
habeas corpus . Habeas corpus is Latin meaning “to have the body.” This 1679
law gave every prisoner the right to obtain a writ or document ordering that the
prisoner be brought before a judge to specify the charges against the prisoner. The
judge would decide whether the prisoner should be tried or set free. Because of the
Habeas Corpus Act, a monarch could not put someone in jail simply for opposing
the ruler. Also, prisoners could not be held indefinitely without trials.
In addition, Parliament debated who should inherit Charles’s throne. Because
Charles had no legitimate child, his heir was his brother James, who was Catholic.
A group called the Whigs opposed James, and a group called the Tories supported
him. These two groups were the ancestors of England’s first political parties.
James II and the Glorious Revolution In 1685, Charles II died, and James II
became king. James soon offended his subjects by displaying his Catholicism.
Violating English law, he appointed several Catholics to high office. When
Parliament protested, James dissolved it. In 1688, James’s second wife gave birth to
a son. English Protestants became terrified at the prospect of a line of Catholic kings.
James had an older daughter, Mary, who was Protestant. She was also the wife
of William of Orange, a prince of the Netherlands. Seven members of Parliament
invited William and Mary to overthrow James for the sake of Protestantism. When
William led his army to London in 1688, James fled to France. This bloodless over-
throw of King James II is called the Glorious Revolutio n. B,
MAIN IDEA
Contrasting
3/ How was the
overthrow of
James II different
from the overthrow
of Charles I?
616 Chapter 21
Limits on Monarch's Power
At their coronation, William and Mary vowed to recognize
Parliament as their partner in governing. England had
become not an absolute monarchy but a constitutional
monarchy, where laws limited the ruler’s power.
Bill of Rights To make clear the limits of royal power,
Parliament drafted a Bill of Rights in 1689. This document
listed many things that a ruler could not do:
• no suspending of Parliament’s laws
• no levying of taxes without a specific grant from
Parliament
• no interfering with freedom of speech in Parliament
• no penalty for a citizen who petitions the king about
grievances
William and Mary consented to these and other limits on
their royal power.
Cabinet System Develops After 1688, no British
monarch could rule without the consent of Parliament. At
the same time, Parliament could not rule without the con-
sent of the monarch. If the two disagreed, government came
to a standstill.
During the 1700s, this potential problem was remedied by the development of
a group of government ministers, or officials, called the cabinet . These minis-
ters acted in the ruler’s name but in reality represented the major party of
Parliament. Therefore, they became the link between the monarch and the major-
ity party in Parliament.
Over time, the cabinet became the center of power and policymaking. Under the
cabinet system, the leader of the majority party in Parliament heads the cabinet and
is called the prime minister. This system of English government continues today.
Connect ^Today
U.S. Democracy
Today, the United States still relies
on many of the government reforms
and institutions that the English
developed during this period.
These include the following:
• the right to obtain habeas corpus ,
a document that prevents
authorities from holding a person
in jail without being charged
• a Bill of Rights, guaranteeing such
rights as freedom of speech and
freedom of worship
• a strong legislature and strong
executive, which act as checks on
each other
• a cabinet, made up of heads of
executive departments, such as the
Department of State
• two dominant political parties
L J
SECTION
*
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Charles I • English Civil War • Oliver Cromwell • Restoration • habeas corpus • Glorious Revolution • constitutional monarchy • cabinet
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. What patterns do you see in
the causes of these conflicts?
3. Why was the death of Charles I
revolutionary?
Monarch
Conflicts
with
Parliament
James 1
Charles 1
James U
4. What rights were guaranteed
by the Habeas Corpus Act?
5. How does a constitutional
monarchy differ from an
absolute monarchy?
6. EVALUATING DECISIONS In your opinion, which decisions
by Charles I made his conflict with Parliament worse?
Explain.
7. MAKING INFERENCES Why do you think James II fled to
France when William of Orange led his army to London?
8. SYNTHESIZING What conditions in England made the
execution of one king and the overthrow of another
possible?
9. WRITING ACTIVITY REVOLUTION Write a persuasive essay
for an underground newspaper designed to incite the
British people to overthrow Charles I.
CONNECT TO TODAY
DRAWING A POLITICAL CARTOON
Yet another revolution threatens the monarchy today in Great Britain. Some people would like
to see the monarchy ended altogether. Find out what you can about the issue and choose a
side. Represent your position on the issue in an original political cartoon.
Absolute Monarchs in Europe 617
Chapter
Assessment
VISUAL SUMMARY
Absolute Monarchs
in Europe
Long-Term Causes
• decline of feudalism
• rise of cities and support of middle class
• growth of national kingdoms
• loss of Church authority
Immediate Causes
• religious and territorial conflicts
• buildup of armies
• need for increased taxes
• revolts by peasants or nobles
European Monarchs Claim
Divine Right to Rule Absolutely
Immediate Effects
• regulation of religion and society
• larger courts
• huge building projects
• new government bureaucracies appointed
by the government
• loss of power by nobility and legislatures
Long-Term Effects
• revolution in France
• western European influence on Russia
• English political reforms that influence
U.S. democracy
TERMS & NAMES
For each term or name below, briefly explain its connection to European
history from 1 500 to 1 800.
1. absolute monarch 6 . Seven Years' War
2. divine right 7. Peter the Great
3. Louis XIV 8. English Civil War
4. War of the Spanish Succession 9. Glorious Revolution
5. Thirty Years' War 10. constitutional monarchy
MAIN IDEAS
Spain's Empire and European Absolutism Section l (pages 589-595)
11. What three actions demonstrated that Philip II of Spain saw himself as
a defender of Catholicism?
12. According to French writer Jean Bodin, should a prince share power
with anyone else? Explain why or why not.
The Reign of Louis XIV Section 2 (pages 596-602)
13. What strategies did Louis XIV use to control the French nobility?
14. In what ways did Louis XIV cause suffering to the French people?
Central European Monarchs Clash Section 3 (pages 603-607)
15. What were six results of the Peace of Westphalia?
16. Why did Maria Theresa and Frederick the Great fight two wars against
each other?
Absolute Rulers of Russia Section 4 (pages 608-613)
17. What were three differences between Russia and western Europe?
18. What was Peter the Great's primary goal for Russia?
Parliament Limits the English Monarchy Section 5 (pages 614-617)
19. List the causes, participants, and outcome of the English Civil War.
20 . Flow did Parliament try to limit the power of the English monarchy?
CRITICAL THINKING
1. USING YOUR NOTES
I POWER AND AUTHORITY | In a
chart, list actions that absolute
monarchs took to increase their
power. Then identify the
monarchs who took these actions.
2. DRAWING CONCLUSIONS
| ECONOMICS] What benefits might absolute monarchs hope to gain by
increasing their countries' territory?
3. DEVELOPING HISTORICAL PERSPECTIVE
What conditions fostered the rise of absolute monarchs in Europe?
4. COMPARING AND CONTRASTING
Compare the reign of Louis XIV with that of Peter the Great. Which
absolute ruler had a more lasting impact on his country? Explain why.
5. HYPOTHESIZING
Would Charles I have had a different fate if he had been king of another
country in western or central Europe? Why or why not?
Actions of
Absolute. Rulers
tAonarchs Who
T ook T hem
618 Chapter 21
> STANDARDS-BASED ASSESSMENT
Use the excerpt from the English Bill of Rights passed in
1689 and your knowledge of world history to answer
questions 1 and 2.
Additional Test Practice, pp. S1-S33.
PRIMARY SOURCE
That the pretended power of suspending [canceling] of
laws or the execution [carrying out] of laws by regal
authority without consent of Parliament is illegal; . . .
That it is the right of the subjects to petition [make
requests of] the king, and all commitments
[imprisonments] and prosecutions for such petitioning are
illegal;
That the raising or keeping a standing army within the
kingdom in time of peace, unless it be with consent of
Parliament, is against the law; . . .
That election of members of Parliament ought to be free
[not restricted].
English Bill of Rights
1. According to the excerpt, which of the following is illegal?
A. the enactment of laws without Parliament's permission
B. the unrestricted election of members of Parliament
C. the right of subjects to make requests of the king
D. keeping a standing army in time of peace with Parliament's
consent
Use the map and your knowledge of world history to
answer question 3.
3. Of the countries that you studied in this chapter, which have
monarchs today?
A. Spain, Great Britain, the Netherlands
B. Liechtenstein, Monaco
C. Luxembourg, Andorra
D. Great Britain, Norway, Sweden
TEST PRACTICE Go to classzone.com for Test Practice.
2 . The English Bill of Rights was passed as a means to
A. limit Parliament's power.
B. increase Parliament's power.
C. overthrow the monarch.
D. increase the monarch's power.
INTEGRATED TECHNOLOGY
TEST PRACTICE Go to classzone.com
• Diagnostic tests • Strategies
• Tutorials • Additional practice
ALTERNATIVE ASSESSMENT
1. Interact with History
On page 588, you thought about the advantages and
disadvantages of absolute power. Now that you have read the
chapter, what do you consider to be the main advantage and
the main disadvantage of being an absolute ruler?
2. fj \ WRITING ABOUT HISTORY
| REVOLUTION] Reread the information on Oliver Cromwell. Then
write a History Maker, like the ones you've seen throughout
this textbook, on Cromwell as a leader of a successful
revolution. Be sure to
• include biographical information about Cromwell.
• discuss his effectiveness as a leader.
• use vivid language to hold your reader's attention.
INTEGRATED TECHNOLOGY
Creating a Television News Report
Use a video recorder to tape a television news report on the
trial of Charles I. Role-play an announcer reporting a breaking
news story. Relate the facts of the trial and interview key
participants, including:
• a member of Parliament
• a Puritan
• a Royalist
• Charles I
Absolute Monarchs in Europe 619
CHAPTER
Enlightenment and
Revolution, 1550-1789
Previewing Main Ideas
I SCIENCE AND TECHNOLOGY | The Scientific Revolution began when
astronomers questioned how the universe operates. By shattering long-held
views, these astronomers opened a new world of discovery.
Geography In what Russian city did Enlightenment ideas bloom?
I POWER AND AUTHORITY | The thinkers of the Enlightenment challenged
old ideas about power and authority. Such new ways of thinking led to,
among other things, the American Revolution.
Geography Where had Enlightenment ideas spread outside Europe?
REVOLUTION
Between the 16th and 18th centuries, a series of revolutions
helped to usher in the modern era in Western history. Revolutions in both
thought and action forever changed European and American society.
Geography What city in Brandenburg-Prussia was an
Enlightenment center?
INTEGRATED TECHNOLOGY
1
eEdition
INTERNET RESOURCES
• Interactive Maps
Go to classzone.com for:
• Interactive Visuals
• Research Links
• Maps
• Interactive Primary Sources
• Internet Activities
• Test Practice
• Primary Sources
• Chapter Quiz
• Current Events
EUROPE AND
NORTH AMERICA
620
JiORWAY
SWEDEN
pi
Stockholm
RUSSIA
Murgh
IRELAND ' y
GREAT
1RITAIF
AUSTRIA
Vienna'
FRANCE
SWITZER
AVOY
OTTOMAN EMPIRE
PORTUGAL
Enlightenment
Centers
Lisbon
KINGDOM %
1 OF THE
TWO SICILIES
Med i te
500 Kilometer
Conic Projects
1789
Revolution erupts
in France,
British North
American Colonies
1800
1687
|
Newton publishes
treatise on law of
gravity.
V 1776
◄ With Liberty Bel! symbolizing
their freedom, American
colonies declare independence.
1700
1644 U
1722
Manchus invade China and .Af
Chinese emperor
establish Qing Dynasty. |
Kangxi dies after a
(Qing ruler Lohan) ►
61 -year reign.
1776
Tukolor Kingdom arises in
the former Songhai region
of West Africa.
sef * 4
0 150 300 Miles
0 1 50 300 Kilometers
^ Conic Projection
n
Ai
Centers of Enlightenment, c. 1 740
621
a This painting by English artist Joseph Wright depicts adults and children
gazing at a miniature planetarium and its new ideas about the universe.
EXAMINING the ISSUES
• Why might people have difficulty accepting new ideas or
ways of thinking?
• What are the risks of embracing a different idea? What are
some risks of always refusing to do so?
Meet in small groups and discuss these questions. As you discuss
these and other issues, recall other times in history when people
expressed ideas that were different from accepted ones. As you
read this chapter, watch for the effects of revolutionary ideas,
beliefs, and discoveries.
How would you react to a
revolutionary idea ?
You are a university student during the late 1600s, and it seems that the world
as you know it has turned upside down. An English scientist named Isaac
Newton has just theorized that the universe is not a dark mystery but a system
whose parts work together in ways that can be expressed mathematically. This is
just the latest in a series of arguments that have challenged old ways of thinking
in fields from astronomy to medicine. Many of these ideas promise to open the
way for improving society. And yet they are such radical ideas that many people
refuse to accept them.
he Scientific Revolution
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
SCIENCE AND TECHNOLOGY In
the mid-! 500s, scientists began
to question accepted beliefs and
make new theories based on
experimentation.
Such questioning led to the
development of the scientific
method still in use today.
• geocentric
theory
• Scientific
Revolution
• heliocentric theory
• Galileo Galilei
• scientific method
• Isaac Newton
SETTING THE STAGE As you recall, the period between 1300 and 1600 was
a time of great change in Europe. The Renaissance, a rebirth of learning and the
arts, inspired a spirit of curiosity in many fields. Scholars began to question ideas
that had been accepted for hundreds of years. Meanwhile, the religious move-
ment known as the Reformation prompted followers to challenge accepted ways
of thinking about God and salvation. While the Reformation was taking place,
another revolution in European thought had begun, one that would permanently
change how people viewed the physical world.
The Roots of Modern Science
Before 1500, scholars generally decided what was true or false by referring to an
ancient Greek or Roman author or to the Bible. Few European scholars chal-
lenged the scientific ideas of the ancient thinkers or the church by carefully
observing nature for themselves.
The Medieval View During the Middle Ages, most scholars believed that the
earth was an immovable object located at the center of the universe. According
to that belief, the moon, the sun, and the planets all moved in perfectly circular
paths around the earth. Common sense seemed to support this view. After all, the
sun appeared to be moving around the earth as it rose in the morning and set in
the evening.
This earth-centered view of the universe was called the geocentric theory .
The idea came from Aristotle, the Greek philosopher of the fourth century B.c.
The Greek astronomer Ptolemy (TOL*a*mee) expanded the theory in the second
century a.d. In addition, Christianity taught that God had deliberately placed the
earth at the center of the universe. Earth was thus a special place on which the
great drama of life unfolded.
A New Way of Thinking Beginning in the mid- 1500s, a few scholars published
works that challenged the ideas of the ancient thinkers and the church. As these
scholars replaced old assumptions with new theories, they launched a change in
European thought that historians call the Scientific Revolution . The Scientific
Revolution was a new way of thinking about the natural world. That way was
based upon careful observation and a willingness to question accepted beliefs.
TAKING NOTES
Analyzing Causes Use a
diagram to list the events
and circumstances that led
to the Scientific Revolution.
Causes of the
Scientific Revolution
Enlightenment and Revolution 623
A combination of discoveries and circumstances led to the Scientific Revolution
and helped spread its impact. During the Renaissance, European explorers traveled
to Africa, Asia, and the Americas. Such lands were inhabited by peoples and ani-
mals previously unknown in Europe. These discoveries opened Europeans to the
possibility that there were new truths to be found. The invention of the printing
press during this period helped spread challenging ideas — both old and new —
more widely among Europe’s thinkers.
The age of European exploration also fueled a great deal of scientific research,
especially in astronomy and mathematics. Navigators needed better instruments
and geographic measurements, for example, to determine their location in the open
sea. As scientists began to look more closely at the world around them, they made
observations that did not match the ancient beliefs. They found they had reached
the limit of the classical world’s knowledge. Yet, they still needed to know more.
a This model
shows how
Copernicus saw the
planets revolving
around the sun.
A Revolutionary Model of the Universe
An early challenge to accepted scientific thinking came in the field of astronomy.
It started when a small group of scholars began to question the geocentric theory.
The Heliocentric Theory Although backed by authority and common sense, the
geocentric theory did not accurately explain the movements of the sun, moon, and
planets. This problem troubled a Polish cleric and astronomer named Nicolaus
Copernicus (koh*PUR*nuh*kuhs). In
the early 1500s, Copernicus became
interested in an old Greek idea that the
sun stood at the center of the universe.
After studying planetary movements
for more than 25 years, Copernicus
reasoned that indeed, the stars, the
earth, and the other planets revolved
around the sun.
Copernicus’s heliocentric , or sun-
centered, theory still did not com-
pletely explain why the planets
orbited the way they did. He also
knew that most scholars and clergy
would reject his theory because it
contradicted their religious views.
Fearing ridicule or persecution, Copernicus did not publish his findings until 1543,
the last year of his life. He received a copy of his book, On the Revolutions of the
Heavenly Bodies , on his deathbed.
While revolutionary, Copernicus’s book caused little stir at first. Over the next
century and a half, other scientists built on the foundations he had laid. A Danish
astronomer, Tycho Brahe (TEE*koh brah), carefully recorded the movements of
the planets for many years. Brahe produced mountains of accurate data based on
his observations. However, it was left to his followers to make mathematical
sense of them.
After Brahe’s death in 1601, his assistant, a brilliant mathematician named
Johannes Kepler, continued his work. After studying Brahe’s data, Kepler concluded
that certain mathematical laws govern planetary motion. One of these laws showed
that the planets revolve around the sun in elliptical orbits instead of circles, as was
previously thought. Kepler’s laws showed that Copernicus’s basic ideas were true.
They demonstrated mathematically that the planets revolve around the sun. A,
the stars
Mercury Jupiter
MAIN IDEA
Recognizing
Effects
How did
Kepler's findings
support the helio-
centric theory?
624 Chapter 22
MAIN IDEA
Analyzing
Primary Sources
§; In what two
ways does Galileo
seek to appease
the Church?
Galileo's Discoveries An Italian scientist named Galileo Galilei built on the new
theories about astronomy. As a young man, Galileo learned that a Dutch lens maker
had built an instrument that could enlarge far-off objects. Galileo built his own
telescope and used it to study the heavens in 1609.
Then, in 1610, he published a small book called Starry Messenger, which
described his astonishing observations. Galileo announced that Jupiter had four
moons and that the sun had dark spots. He also noted that the earth’s moon had a
rough, uneven surface. This shattered Aristotle’s theory that the moon and stars
were made of a pure, perfect substance. Galileo’s observations, as well as his laws
of motion, also clearly supported the theories of Copernicus.
Conflict with the Church Galileo’s findings frightened both Catholic and Protes-
tant leaders because they went against church teaching and authority. If people
believed the church could be wrong about this, they could question other church
teachings as well.
In 1616, the Catholic Church warned Galileo not to defend the ideas of
Copernicus. Although Galileo remained publicly silent, he continued his studies.
Then, in 1632, he published Dialogue Concerning the Two Chief World Systems.
This book presented the ideas of both Copernicus and Ptolemy, but it clearly
showed that Galileo supported the Copernican theory. The pope angrily summoned
Galileo to Rome to stand trial before the Inquisition.
Galileo stood before the court in 1633. Under the threat of torture, he knelt
before the cardinals and read aloud a signed confession. In it, he agreed that the
ideas of Copernicus were false.
PRI MARY SOU RCE
With sincere heart and unpretended
faith I abjure, curse, and detest the
aforesaid errors and heresies [of
Copernicus] and also every other error
. . . contrary to the Holy Church, and I
swear that in the future I will never
again say or assert . . . anything that
might cause a similar suspicion
toward me.
GALILEO GALILEI, quoted in
The Discoverers
Galileo was never again a free
man. He lived under house arrest and
died in 1642 at his villa near Florence.
However, his books and ideas still
spread all over Europe. (In 1992, the
Catholic Church officially acknowl-
edged that Galileo had been right.)
a Galileo stands
before the papal
court.
The Scientific Method
The revolution in scientific thinking that Copernicus, Kepler, and Galileo began
eventually developed into a new approach to science called the scientific method .
The scientific method is a logical procedure for gathering and testing ideas. It begins
with a problem or question arising from an observation. Scientists next form a
hypothesis, or unproved assumption. The hypothesis is then tested in an experiment
or on the basis of data. In the final step, scientists analyze and interpret their data to
reach a new conclusion. That conclusion either confirms or disproves the hypothesis.
Enlightenment and Revolution 625
Major Steps in the Scientific Revolution
1566 Marie de Coste
Blanche publishes The
Nature of the Sun and Earth.
1609 Kepler
publishes first two
laws of planetary
motion.
1610 Galileo
publishes
Starry
Messenger.
1543 Copernicus publishes
heliocentric theory.
Vesalius publishes human
anatomy textbook.
1590 Janssen
invents
microscope.
1620 Bacon's book
Novum Organum (New
Instrument) encourages
experimental method.
a Nicolaus
Copernicus began
the Scientific
Revolution with his
heliocentric theory.
Bacon and Descartes The scientific method did not develop overnight. The work
of two important thinkers of the 1600s, Francis Bacon and Rene Descartes
(dayKAHRT), helped to advance the new approach.
Francis Bacon, an English statesman and writer, had a passionate interest in
science. He believed that by better understanding the world, scientists would gen-
erate practical knowledge that would improve people’s lives. In his writings, Bacon
attacked medieval scholars for relying too heavily on the conclusions of Aris-
totle and other ancient thinkers. Instead of reasoning from abstract theories, he
urged scientists to experiment and then draw conclusions. This approach is called
empiricism, or the experimental method.
In France, Rene Descartes also took a keen interest in science. He developed
analytical geometry, which linked algebra and geometry. This provided an impor-
tant new tool for scientific research.
Like Bacon, Descartes believed that scientists needed to reject old assumptions
and teachings. As a mathematician, however, he approached gaining knowledge dif-
ferently than Bacon. Rather than using experimentation, Descartes relied on mathe-
matics and logic. He believed that everything should be doubted until proved by
reason. The only thing he knew for certain was that he existed — because, as he
wrote, “I think, therefore I am.” From this starting point, he followed a train of strict
reasoning to arrive at other basic truths. £/
Modern scientific methods are based on the ideas of Bacon and Descartes.
Scientists have shown that observation and experimentation, together with general
laws that can be expressed mathematically, can lead people to a better understanding
of the natural world.
MAIN IDEA
Contrasting
£/ How did
Descartes's
approach to science
differ from Bacon's?
Newton Explains the Law of Gravity
By the mid- 1600s, the accomplishments of Copernicus, Kepler, and Galileo had shat-
tered the old views of astronomy and physics. Later, the great English scientist Isaac
Newton helped to bring together their breakthroughs under a single theory of motion.
Changing Idea: Scientific Method
Old Science
New Science
Scholars generally relied on ancient
authorities, church teachings, common
sense, and reasoning to explain the
physical world.
In time, scholars began to use observation,
experimentation, and scientific reasoning to
gather knowledge and draw conclusions
about the physical world.
626 Chapter 22
1628 Harvey
reveals how
human heart
functions.
1637 Descartes's
1662 Boyle discovers mathematical
book Discourse on
relationship between the pressure and
1714
Method sets forth
volume of gases, known as Boyle's law.
Fahrenheit
his scientific method
invents
of reasoning from
1674 Leeuwenhoek observes
mercury
the basis of doubt.
bacteria through microscope.
thermometer.
1633 Galileo
1643
faces Inquisition
Torricelli
for support of
invents
Copernicus's
barometer.
theory.
1666 France establishes
Academy of Sciences.
1660 England establishes Royal
Society to support scientific study.
1687 Newton
publishes law
of gravity.
MAIN IDEA
Clarifying
Why was the
law of gravitation
important?
Newton studied mathematics and physics at Cambridge University. By the time
he was 26, Newton was certain that all physical objects were affected equally by the
same forces. Newton’s great discovery was that the same force ruled motion of the
planets and all matter on earth and in space. The key idea that linked motion in the
heavens with motion on the earth was the law of universal gravitation. According
to this law, every object in the universe attracts every other object. The degree of
attraction depends on the mass of the objects and the distance between them.
In 1687, Newton published his ideas in a work called The Mathematical
Principles of Natural Philosophy. It was one of the most important scientific books
ever written. The universe he described was like a giant clock. Its parts all worked
together perfectly in ways that could be expressed mathematically. Newton
believed that God was the creator of this orderly universe, the clockmaker who had
set everything in motion. D,
a Isaac Newton's
law of gravity
explained how the
same physical laws
governed motion
both on earth and
in the heavens.
The Scientific Revolution Spreads
As astronomers explored the secrets of the universe, other scientists began to study
the secrets of nature on earth. Careful observation and the use of the scientific
method eventually became important in many different fields.
Scientific Instruments Scientists developed new tools and instruments to make
the precise observations that the scientific method demanded. The first microscope
was invented by a Dutch maker of eyeglasses, Zacharias Janssen (YAHN*suhn),
in 1590. In the 1670s, a Dutch drapery merchant and amateur scientist named
Anton van Leeuwenhoek (LAY*vuhn*HUK) used a microscope to observe bacteria
swimming in tooth scrapings. He also examined red blood cells for the first time.
In 1643, one of Galileo’s students, Evangelista Torricelli (TAWR*uh*CHEHL»ee),
developed the first mercury barometer, a tool for measuring atmospheric pressure
and predicting weather. In 1714, the German physicist Gabriel Fahrenheit
(FAR*uhn*HYT) made the first thermometer to use mercury in glass. Fahrenheit’s
thermometer showed water freezing at 32°. A Swedish astronomer, Anders Celsius
(SEHL*see*uhs), created another scale for the mercury thermometer in 1742.
Celsius’s scale showed freezing at 0°.
Medicine and the Human Body During the Middle Ages, European doctors had
accepted as fact the writings of an ancient Greek physician named Galen. However,
Galen had never dissected the body of a human being. Instead, he had studied the
anatomy of pigs and other animals. Galen assumed that human anatomy was much
the same. A Flemish physician named Andreas Vesalius proved Galen’s assumptions
wrong. Vesalius dissected human corpses and published his observations. His
Enlightenment and Revolution 627
a The famous
Dutch painter
Rembrandt painted
Anatomy Lesson of
Dr. Tulp in 1632
from an actual
anatomy lesson.
The corpse was that
of a criminal.
Discoveries in Chemistry Robert Boyle pio-
neered the use of the scientific method in
chemistry He is considered the founder of modern chemistry In a book called The
Sceptical Chymist (1661), Boyle challenged Aristotle’s idea that the physical world
consisted of four elements — earth, air, fire, and water. Instead, Boyle proposed that
matter was made up of smaller primary particles that joined together in different ways.
Boyle’s most famous contribution to chemistry is Boyle’s law. This law explains how
the volume, temperature, and pressure of gas affect each other.
The notions of reason and order, which spurred so many breakthroughs in sci-
ence, soon moved into other fields of life. Philosophers and scholars across Europe
began to rethink long-held beliefs about the human condition, most notably the
rights and liberties of ordinary citizens. These thinkers helped to usher in a move-
ment that challenged the age-old relationship between a government and its peo-
ple, and eventually changed forever the political landscape in numerous societies.
book, On the Structure of the Human Body
(1543), was filled with detailed drawings of
human organs, bones, and muscle.
In the late 1700s, British physician
Edward Jenner introduced a vaccine to pre-
vent smallpox. Inoculation using live small-
pox germs had been practiced in Asia for
centuries. While beneficial, this technique
could also be dangerous. Jenner discovered
that inoculation with germs from a cattle dis-
ease called cowpox gave permanent protec-
tion from smallpox for humans. Because
cowpox was a much milder disease, the risks
for this form of inoculation were much
lower. Jenner used cowpox to produce the
world’s first vaccination.
Vocabulary
Inoculation is the
act of injecting a
germ into a per-
son's body so as to
create an immunity
to the disease.
SECTION
o
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• geocentric theory • Scientific Revolution • heliocentric theory • Galileo Galilei • scientific method • Isaac Newton
USING YOUR NOTES
MAIN IDEAS
2. Which event or circumstance
do you consider to be the
most significant? Why?
3. Before the 1500s, who and
what were the final authorities
with regard to most knowledge?
4. How did the heliocentric theory
of the universe differ from the
geocentric theory?
5. What are the main steps of the
scientific method?
CRITICAL THINKING & WRITING
6. DRAWING CONCLUSIONS "If I have seen farther than
others," said Newton, "it is because I have stood on the
shoulders of giants." Could this be said of most scientific
accomplishments? Explain.
7. ANALYZING MOTIVES Why might institutions of authority
tend to reject new ideas?
8. FORMING AND SUPPORTING OPINIONS Do you agree
with Galileo's actions during his Inquisition? Explain.
9. WRITING ACTIVITY SCIENCE AND TECHNOLOGY ] Create a
television script for a discovery of the Scientific Revolution.
Include key people, ideas, and accomplishments.
CONNECT TO TODAY
CREATING A GRAPHIC
Research a modern-day invention or new way of thinking and then describe it and its impact
on society to the class in a poster or annotated diagram.
628 Chapter 22
The Enlightenment in Europe
M AIN IDEA I WHY IT MATTERS NOW | TERMS & NAMES
POWER AND AUTHORITY A
revolution in intellectual activity
changed Europeans' view of
government and society.
The various freedoms enjoyed in
many countries today are a
result of Enlightenment thinking.
Enlightenment
social contract
John Locke
philosophe
Voltaire
Montesquieu
Rousseau
Mary
Wollstonecraft
SETTING THE STAGE In the wake of the Scientific Revolution, and the new
ways of thinking it prompted, scholars and philosophers began to reevaluate old
notions about other aspects of society. They sought new insight into the underly-
ing beliefs regarding government, religion, economics, and education. Their
efforts spurred the Enlightenment , a new intellectual movement that stressed
reason and thought and the power of individuals to solve problems. Known also
as the Age of Reason, the movement reached its height in the mid- 1700s and
brought great change to many aspects of Western civilization.
Two Views on Government
The Enlightenment started from some key ideas put forth by two English political
thinkers of the 1600s, Thomas Hobbes and John Locke. Both men experienced
the political turmoil of England early in that century. However, they came to very
different conclusions about government and human nature.
Hobbes's Social Contract Thomas Hobbes expressed his views in a work
called Leviathan (1651). The horrors of the English Civil War convinced him that
all humans were naturally selfish and wicked. Without governments to keep
order, Hobbes said, there would be “war ... of every man against every man,”
and life would be “solitary, poor, nasty, brutish, and short.”
Hobbes argued that to escape such a bleak life, people had to hand over their
rights to a strong ruler. In exchange, they gained law and order. Hobbes called this
agreement by which people created a government the social contract . Because
people acted in their own self-interest, Hobbes said, the ruler needed total power
to keep citizens under control. The best government was one that had the awesome
power of a leviathan (sea monster). In Hobbes’s view, such a government was an
absolute monarchy, which could impose order and demand obedience.
TAKING NOTES
Outlining Use an outline
to organize main ideas
and details.
Enlightenment in Europe
J. T wo Views on
Government
A
3.
JJ. T he Vhilosophes
Advocate Reason
A.
3.
Changing Idea: The Right to Govern
Old Idea
New Idea
A monarch's rule is justified by
divine right.
A government's power comes from the
consent of the governed.
Enlightenment and Revolution 629
Locke's Natural Rights The philosopher John Locke held a different, more
positive, view of human nature. He believed that people could learn from experi-
ence and improve themselves. As reasonable beings, they had the natural ability to
govern their own affairs and to look after the welfare of society. Locke criticized
absolute monarchy and favored the idea of self-government.
According to Locke, all people are bom free and equal, with three natural rights —
life, liberty, and property. The purpose of government, said Locke, is to protect these
rights. If a government fails to do so, citizens have a right to overthrow it. Locke’s
theory had a deep influence on modern political thinking. His belief that a govern-
ment’s power comes from the consent of the people is the foundation of modern
democracy. The ideas of government by popular consent and the right to rebel against
unjust rulers helped inspire struggles for liberty in Europe and the Americas. A,
The Philosophes Advocate Reason
The Enlightenment reached its height in France in the
mid- 1700s. Paris became the meeting place for people who
wanted to discuss politics and ideas. The social critics of
this period in France were known as philosophes
(FIHL*uh*SAHFs), the French word for philosophers. The
philosophes believed that people could apply reason to all
aspects of life, just as Isaac Newton had applied reason to
science. Five concepts formed the core of their beliefs:
1. Reason Enlightened thinkers believed truth could be
discovered through reason or logical thinking.
2. Nature The philosophes believed that what was
natural was also good and reasonable.
3. Happiness The philosophes rejected the medieval
notion that people should find joy in the hereafter and
urged people to seek well-being on earth.
4. Progress The philosophes stressed that society and
humankind could improve.
5. Liberty The philosophes called for the liberties that
the English people had won in their Glorious
Revolution and Bill of Rights.
Voltaire Combats Intolerance Probably the most brilliant
and influential of the philosophes was Frangois Marie
Arouet. Using the pen name Voltaire , he published more
than 70 books of political essays, philosophy, and drama.
Voltaire often used satire against his opponents. He made
frequent targets of the clergy, the aristocracy, and the govern-
ment. His sharp tongue made him enemies at the French
court, and twice he was sent to prison. After his second jail
term, Voltaire was exiled to England for more than two years.
Although he made powerful enemies, Voltaire never
stopped fighting for tolerance, reason, freedom of religious
belief, and freedom of speech. He used his quill pen as if it
were a deadly weapon in a thinker’s war against humanity’s
worst enemies — intolerance, prejudice, and superstition. He
summed up his staunch defense of liberty in one of his most
famous quotes: “I do not agree with a word you say but will
defend to the death your right to say it.”
Voltaire
1694-1778
Voltaire befriended several European
monarchs and nobles. Among them
was the Prussian king Frederick II.
The two men seemed like ideal
companions. Both were witty and
preferred to dress in shabby,
rumpled clothes.
Their relationship eventually
soured, however. Voltaire disliked
editing Fredericks mediocre poetry,
while Frederick suspected Voltaire of
shady business dealings. Voltaire
eventually described the Prussian
king as "a nasty monkey, perfidious
friend, [and] wretched poet."
Frederick in turn called Voltaire a
"miser, dirty rogue, [and] coward."
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on
Voltaire, go to classzone.com
l
630 Chapter 22
IVl AIM IDEA
Contrasting
4/ How does
Locke's view of
human nature differ
from that of
Hobbes?
Vocabulary
Satire is the use of
irony, sarcasm, or
wit to attack folly,
vice, or stupidity.
MAIN IDEA
Analyzing Issues
% What advan-
tages did
Montesquieu see in
the separation of
powers?
Montesquieu and the Separation of Powers Another influential French writer,
the Baron de Montesquieu (MAHN*tuh*SKYOo), devoted himself to the study of
political liberty Montesquieu believed that Britain was the best-governed and most
politically balanced country of his own day. The British king and his ministers
held executive power. They carried out the laws of the state. The members of
Parliament held legislative power. They made the laws. The judges of the English
courts held judicial power. They interpreted the laws to see how each applied to a
specific case. Montesquieu called this division of power among different branches
separation of powers.
Montesquieu oversimplified the British system. It did not actually separate
powers this way. His idea, however, became a part of his most famous book, On the
Spirit of Laws (1748). In his book, Montesquieu proposed that separation of pow-
ers would keep any individual or group from gaining total control of the govern-
ment. “Power,” he wrote, “should be a check to power.” This idea later would be
called checks and balances.
Montesquieu’s book was admired by political leaders in the British colonies of
North America. His ideas about separation of powers and checks and balances
became the basis for the United States Constitution. &>
Rousseau: Champion of Freedom A third great philosophe, Jean Jacques
Rousseau (roo*SOH), was passionately committed to individual freedom. The son
of a poor Swiss watchmaker, Rousseau won recognition as a writer of essays. A
strange, brilliant, and controversial figure, Rousseau strongly disagreed with other
Analyzing Primary Sources
Laws Protect Freedom
Both Montesquieu and Rousseau believed firmly that fair
and just laws— not monarchs or unrestrained mobs— should
govern society. Here, Rousseau argues that laws established
by and for the people are the hallmark of a free society.
Laws Ensure Security
While laws work to protect citizens from abusive rulers,
Montesquieu argues that they also guard against anarchy
and mob rule.
PRIMARY SOURCE
. . therefore give the name "Republic" to every
state that is governed by laws, no matter what
the form of its administration may be: for
only in such a case does the public interest
govern, and the res republica rank as a
reality . . . . Laws are, properly speaking,
only the conditions of civil association. The
people, being subject to the laws, ought to
be their author: the conditions of the society
ought to be regulated ... by those who come
together to form it.
JEAN JACQUES ROUSSEAU, The Social Contract
PRIMARY SOURCE
It is true that in democracies the people seem
to act as they please; but political liberty
does not consist in an unlimited freedom.
... We must have continually present to
our minds the difference between
independence and liberty. Liberty is a
right of doing whatever the laws permit,
and if a citizen could do what they [the
laws] forbid he would be no longer
possessed of liberty, because all his fellow-
citizens would have the same power.
BARON DE MONTESQUIEU, The Spirit of Laws
DOCUMENT-BASED QUESTIONS
1. Analyzing Issues Why should citizens be the authors of society's laws , according
to Rousseau?
2. Making Inferences Why does Montesquieu believe that disobeying laws leads to a
loss of liberty?
Enlightenment and Revolution 63 1
Enlightenment thinkers on many matters. Most philosophes believed that reason,
science, and art would improve life for all people. Rousseau, however, argued that
civilization corrupted people’s natural goodness. “Man is born free, and every-
where he is in chains,” he wrote.
Rousseau believed that the only good government was one that was freely formed
by the people and guided by the “general will” of society — a direct democracy.
Under such a government, people agree to give up some of their freedom in favor
of the common good. In 1762, he explained his political philosophy in a book
called The Social Contract.
Rousseau’s view of the social contract differed greatly from that of Hobbes. For
Hobbes, the social contract was an agreement between a society and its govern-
ment. For Rousseau, it was an agreement among free individuals to create a society
and a government.
Like Locke, Rousseau argued that legitimate government came from the consent
of the governed. However, Rousseau believed in a much broader democracy than
Locke had promoted. He argued that all people were equal and that titles of nobil-
ity should be abolished. Rousseau’s ideas inspired many of the leaders of the
French Revolution who overthrew the monarchy in 1789.
Beccaria Promotes Criminal Justice An Italian philosophe named Cesare
Bonesana Beccaria (BAYK*uh*REE*ah) turned his thoughts to the justice system. He
believed that laws existed to preserve social order, not to avenge crimes. Beccaria
regularly criticized common abuses of justice. They included torturing of witnesses
and suspects, irregular proceedings in trials, and punishments that were arbitrary or
cruel. He argued that a person accused of a crime should receive a speedy trial, and
that torture should never be used. Moreover, he said, the degree of punishment should
be based on the seriousness of the crime. He also believed that capital punishment
should be abolished.
Beccaria based his ideas about justice on the principle that governments should
seek the greatest good for the greatest number of people. His ideas influenced
criminal law reformers in Europe and North America.
Major Ideas of the Enlightenment
Idea
Thinker
Impact
Natural rights— life, liberty, property
Locke
Fundamental to U.S. Declaration of Independence
Separation of powers
Montesquieu
France, United States, and Latin American nations use
separation of powers in new constitutions
Freedom of thought and
expression
Voltaire
Guaranteed in U.S. Bill of Rights and French Declaration of
the Rights of Man and Citizen; European monarchs reduce or
eliminate censorship
Abolishment of torture
Beccaria
Guaranteed in U.S. Bill of Rights; torture outlawed or reduced
in nations of Europe and the Americas
Religious freedom
Voltaire
Guaranteed in U.S. Bill of Rights and French Declaration of
the Rights of Man and Citizen; European monarchs reduce
persecution
Women's equality
Wollstonecraft
Women's rights groups form in Europe and North America
SKILLBUILDER: Interpreting Charts
1 . Analyzing Issues What important documents reflect the influence of Enlightenment ideas?
2 . Forming Opinions Which are the two most important Enlightenment ideas? Support your answer with reasons.
632 Chapter 22
MAIN IDEA
Drawing
Conclusions
E/Why do you
think the issue of
education was
important to both
Astell and
Wollstonecraft? .
Women and the Enlightenment
The philosophes challenged many assumptions about gov-
ernment and society But they often took a traditional view
toward women. Rousseau, for example, developed many pro-
gressive ideas about education. However, he believed that a
girl’s education should mainly teach her how to be a helpful
wife and mother. Other male social critics scolded women for
reading novels because they thought it encouraged idleness
and wickedness. Still, some male writers argued for more
education for women and for women’s equality in marriage.
Women writers also tried to improve the status of women.
In 1694, the English writer Mary Astell published A Serious
Proposal to the Ladies. Her book addressed the lack of edu-
cational opportunities for women. In later writings, she used
Enlightenment arguments about government to criticize the
unequal relationship between men and women in marriage.
She wrote, “If absolute sovereignty be not necessary in a state,
how comes it to be so in a family? ... If all men are born free,
how is it that all women are born slaves?”
During the 1700s, other women picked up these themes.
Among the most persuasive was Mary Wollstonecraft , who
published an essay called A Vindication of the Rights of
Woman in 1792. In the essay, she disagreed with Rousseau
that women’s education should be secondary to men’s. Rather,
she argued that women, like men, need education to become
virtuous and useful. Wollstonecraft also urged women to enter
the male-dominated fields of medicine and politics. C ,
Women made important contributions to the Enlight-
enment in other ways. In Paris and other European cities,
wealthy women helped spread Enlightenment ideas through
social gatherings called salons, which you will read about
later in this chapter.
One woman fortunate enough to receive an education in
the sciences was Emilie du Chatelet (shah»tlay). Du
Chatelet was an aristocrat trained as a mathematician and
physicist. By translating Newton’s work from Latin into
French, she helped stimulate interest in science in France.
History Makers
Mary Wollstonecraft
1759-1797
A strong advocate of education for
women, Wollstonecraft herself received
little formal schooling. She and her
two sisters taught themselves by
studying books at home. With her
sisters, she briefly ran a school. These
experiences shaped much of her
thoughts about education.
Wollstonecraft eventually took a
job with a London publisher. There,
she met many leading radicals of the
day. One of them was her future
husband, the writer William Godwin.
Wollstonecraft died at age 38, after
giving birth to their daughter, Mary.
This child, whose married name was
Mary Wollstonecraft Shelley, went on
to write the classic novel Frankenstein.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on Mary
Wollstonecraft, go to classzone.com
* )
Legacy of the Enlightenment
Over a span of a few decades, Enlightenment writers challenged long-held ideas
about society. They examined such principles as the divine right of monarchs, the
union of church and state, and the existence of unequal social classes. They held
these beliefs up to the light of reason and found them in need of reform.
The philosophes mainly lived in the world of ideas. They formed and popular-
ized new theories. Although they encouraged reform, they were not active revolu-
tionaries. However, their theories eventually inspired the American and French
revolutions and other revolutionary movements in the 1800s. Enlightenment think-
ing produced three other long-term effects that helped shape Western civilization.
Belief in Progress The first effect was a belief in progress. Pioneers such as
Galileo and Newton had discovered the key for unlocking the mysteries of nature in
the 1500s and 1600s. With the door thus opened, the growth of scientific knowledge
Enlightenment and Revolution 633
seemed to quicken in the 1700s. Scientists made key new discoveries in chemistry,
physics, biology, and mechanics. The successes of the Scientific Revolution gave
people the confidence that human reason could solve social problems. Philosophes
and reformers urged an end to the practice of slavery and argued for greater social
equality, as well as a more democratic style of government.
A More Secular Outlook A second outcome was the rise of a more secular, or
non-religious, outlook. During the Enlightenment, people began to question openly
their religious beliefs and the teachings of the church. Before the Scientific
Revolution, people accepted the mysteries of the universe as the workings of God.
One by one, scientists discovered that these mysteries could be explained mathemat-
ically. Newton himself was a deeply religious man, and he sought to reveal God’s
majesty through his work. However, his findings often caused people to change the
way they thought about God.
Meanwhile, Voltaire and other critics attacked some of the beliefs and practices
of organized Christianity. They wanted to rid religious faith of superstition and fear
and promote tolerance of all religions.
Importance of the Individual Faith in science and in progress produced a third
outcome, the rise of individualism. As people began to turn away from the church
and royalty for guidance, they looked to themselves instead.
The philosophes encouraged people to use their own ability to reason in order to
judge what was right or wrong. They also emphasized the importance of the individ-
ual in society. Government, they argued, was formed by individuals to promote their
welfare. The British thinker Adam Smith extended the emphasis on the individual to
economic thinking. He believed that individuals acting in their own self-interest
created economic progress. Smith’s theory is discussed in detail in Chapter 25.
During the Enlightenment, reason took center stage. The greatest minds of
Europe followed each other’s work with interest and often met to discuss their ideas.
Some of the kings and queens of Europe were also very interested. As you will learn
in Section 3, they sought to apply some of the philosophes’ ideas to create progress
in their countries.
SECTION
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Enlightenment • social contract • John Locke • philosophe • Voltaire • Montesquieu • Rousseau • Mary Wollstonecraft
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which impact of the Enlight-
3. What are the natural rights with
6. SYNTHESIZING Explain how the following statement
enment do you consider most
which people are born,
reflects Enlightenment ideas: "Power should be a check
important? Why?
according to John Locke?
to power"
Enlightenment in Europe
4. Who were the philosophes and
7. ANALYZING ISSUES Why might some women have been
). T wo Views on
what did they advocate?
critical of the Enlightenment?
Government
5. What was the legacy of the
8. DRAWING CONCLUSIONS Do you think the philosophes
A.
Enlightenment?
were optimistic about the future of humankind? Explain.
11. T he Philosophes
9. WRITING ACTIVITY I POWER AND AUTHORITY Compare the
Advocate Reason
views of Hobbes, Locke, and Rousseau on government.
A.
Then write one paragraph about how their ideas reflect
E>.
their understanding of human behavior.
WKM Wf M*h\i PRESENTING AN ORAL REPORT
Identify someone considered a modern-day social critic. Explore the person's beliefs and
methods and present your findings to the class in a brief oral report.
634 Chapter 22
Different Perspectives: Using Primary Sources
■ INTERACTIVE
European Values During
the Enlightenment
Writers and artists of the Enlightenment often used satire to comment on European
values. Using wit and humor, they ridiculed various ideas and customs. Satire allowed
artists to explore human faults in a way that is powerful but not preachy. In the two
literary excerpts and the painting below, notice how the writer or artist makes his point.
PRIMARY SOURCE
Voltaire
Voltaire wrote Candide (1759) to attack a philosophy called
Optimism, which held that all is right with the world. The
hero of the story, a young man named Candide, encounters
the most awful disasters and human evils. In this passage,
Candide meets a slave in South America, who explains why
he is missing a leg and a hand.
"When we're working at the sugar mill and catch our finger
in the grinding-wheel, they cut off our hand. When we try to
run away, they cut off a leg. I have been in both of these
situations. This is the price you pay for the sugar you eat in
Europe. . . .
"The Dutch fetishes [i.e., missionaries] who converted me
[to Christianity] tell me every Sunday that we are all the
sons of Adam, Whites and Blacks alike. I'm no genealogist,
but if these preachers are right, we are all cousins born of
first cousins. Well, you will grant me that you can't treat a
relative much worse than this."
PRIMARY SOURCE
Jonathan Swift
The narrator of Gullivers Travels (1726), an English doctor
named Lemuel Gulliver, takes four disastrous voyages that
leave him stranded in strange lands. In the following
passage, Gulliver tries to win points with the king of
Brobdingnag — a land of giants — by offering to show him
how to make guns and cannons.
The king was struck with horror at the description I had
given of those terrible engines. ... He was amazed how so
impotent and grovelling an insect as I (these were his
expressions) could entertain such inhuman ideas, and in so
familiar a manner as to appear wholly unmoved at all the
scenes of blood and desolation, which I had painted as the
common effects of those destructive machines; whereof, he
said, some evil genius, enemy to mankind, must have been
the first contriver [inventor].
PRIMARY SOURCE
William Hogarth
The English artist William
Hogarth often used satire in
his paintings. In this
painting, Canvassing for
Votes , he comments on
political corruption. While
the candidate flirts with the
ladies on the balcony, his
supporters offer a man
money for his vote.
Document-Based
QUESTIONS
1. What is the main point that
Voltaire is making in Source A?
What technique does he use to
reinforce his message?
2 . What does the king's reaction in
Source B say about Swift's view of
Europe's military technology?
3. Why might Hogarth's painting in
Source C be difficult for modern
audiences to understand? Does
this take away from his message?
635
The Enlightenment Spreads
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
POWER AND AUTHORITY
An "enlightened" problem-
• salon
• enlightened
Enlightenment ideas spread
solving approach to government
• baroque
despot
through the Western world and
and society prevails in modern
• neoclassical
• Catherine
profoundly influenced the arts
civilization today.
the Great
and government.
SETTING THE STAGE The philosophies’ views about society often got them in
trouble. In France it was illegal to criticize either the Catholic Church or the gov-
ernment. Many philosophes landed in jail or were exiled. Voltaire, for example,
experienced both punishments. Nevertheless, the Enlightenment spread through-
out Europe with the help of books, magazines, and word of mouth. In time,
Enlightenment ideas influenced everything from the artistic world to the royal
courts across the continent.
TAKING NOTES
Summarizing Use a
web diagram to list
examples of each
concept related to the
spread of ideas.
art and , \
Spread of
Enlightenment Ideas
circulation
of ideas
A World of Ideas
In the 1700s, Paris was the cultural and intellectual capital of Europe. Young
people from around Europe — and also from the Americas — came to study, phi-
losophize, and enjoy the culture of the bustling city. The brightest minds of the
age gathered there. From their circles radiated the ideas of the Enlightenment.
The buzz of Enlightenment ideas was most intense in the mansions of several
wealthy women of Paris. There, in their large drawing rooms, these hostesses held
regular social gatherings called salons . At these events, philosophers, writers,
artists, scientists, and other great intellects met to discuss ideas.
Diderot's Encyclopedia The most influential of the salon hostesses in Voltaire’s
time was Marie-Therese Geoffrin (zhuh«frehn). She helped finance the project of
a leading philosophe named Denis Diderot (DEE*duh*ROH). Diderot created a
large set of books to which many leading scholars of Europe contributed articles
and essays. He called it Encyclopedia and began publishing the first volumes
in 1751.
The Enlightenment views expressed in the articles soon angered both the
French government and the Catholic Church. Their censors banned the work.
They said it undermined royal authority, encouraged a spirit of revolt, and fos-
tered “moral corruption, irreligion, and unbelief.” Nonetheless, Diderot contin-
ued publishing his Encyclopedia.
The salons and the Encyclopedia helped spread Enlightenment ideas to edu-
cated people all over Europe. Enlightenment ideas also eventually spread
through newspapers, pamphlets, and even political songs. Enlightenment ideas
about government and equality attracted the attention of a growing literate mid-
dle class, which could afford to buy many books and support the work of artists.
636 Chapter 22
Connect /oToday
Cybercafes
These days, when people around the world
gather to explore new ideas and discuss
current events, many do so at Internet cafes.
These are coffee shops or restaurants that also
provide access to computers for a small fee.
Internet cafes originated in the United States,
but today they are more popular overseas. In
China, for instance, there are roughly 1 13,000
licensed Internet cafes; and tens of thousands
of unlicensed cafes have been shut down.
Like the French in the 1700s, the Chinese
recognize the power of ideas and have tried to
limit their spread. Licensed Internet cafes are
monitored by video, and must register
customers and keep records of all websites
viewed. As well, an estimated 30,000-40,000
Internet police are employed by the
government to monitor and censor Internet
traffic.
k
New Artistic Styles
The Enlightenment ideals of order and reason were reflected in the arts — music,
literature, painting, and architecture.
Neoclassical Style Emerges European art of the 1600s and early 1700s had been
dominated by the style called baroque , which was characterized by a grand, ornate
design. Baroque styles could be seen in elaborate palaces such as Versailles (see
page 600) and in numerous paintings.
Under the influence of the Enlightenment, styles began to change. Artists and
architects worked in a simple and elegant style that borrowed ideas and themes
from classical Greece and Rome. The artistic style of the late 1700s is therefore
called neoclassical (“new classical”).
Changes in Music and Literature Music styles also changed to reflect
Enlightenment ideals. The music scene in Europe had been dominated by such
composers as Johann Sebastian Bach of Germany and George Friedrich Handel of
England. These artists wrote dramatic organ and choral music. During the
Enlightenment, a new, lighter, and more elegant style of music known as classical
emerged. Three composers in Vienna, Austria, rank among the greatest figures of
the classical period in music. They were Franz Joseph Haydn, Wolfgang Amadeus
Mozart, and Ludwig van Beethoven.
Writers in the 18th century also developed new styles and forms of literature. A
number of European authors began writing novels, which are lengthy works of prose
fiction. Their works had carefully crafted plots, used suspense, and explored charac-
ters’ thoughts and feelings. These books were popular with a wide middle-class audi-
ence, who liked the entertaining stories written in everyday language. Writers,
including many women, turned out a flood of popular novels in the 1700s.
Samuel Richardson’s Pamela is often considered the first true English novel. It
tells the story of a young servant girl who refuses the advances of her master.
Another English masterpiece, Tom Jones, by Henry Fielding, tells the story of an
orphan who travels all over England to win the hand of his lady.
Enlightenment and Revolution 637
Enlightenment and Monarchy
From the salons, artists’ studios, and concert halls of Europe, the Enlightenment
spirit also swept through Europe’s royal courts. Many philosophes, including
Voltaire, believed that the best form of government was a monarchy in which the
ruler respected the people’s rights. The philosophes tried to convince monarchs to
rule justly. Some monarchs embraced the new ideas and made reforms that
reflected the Enlightenment spirit. They became known as enlightened despots .
Despot means “absolute ruler.”
The enlightened despots supported the philosophes’ ideas. But they also had no
intention of giving up any power. The changes they made were motivated by two
desires: they wanted to make their countries stronger and their own rule more effec-
tive. The foremost of Europe’s enlightened despots were Frederick II of Prussia,
Holy Roman Emperor Joseph II of Austria, and Catherine the Great of Russia. ^
i \ %
a Joseph
w
Frederick the Great Frederick II, the king of Prussia from 1740 to 1786, com-
mitted himself to reforming Prussia. He granted many religious freedoms, reduced
censorship, and improved education. He also reformed the justice system and abol-
ished the use of torture. However, Frederick’s changes only went so far. For exam-
ple, he believed that serfdom was wrong, but he did nothing to end it since he
needed the support of wealthy landowners. As a result, he never tried to change
the existing social order.
Perhaps Frederick’s most important contribution was his attitude toward
being king. He called himself “the first servant of the state.” From the begin-
ning of his reign, he made it clear that his goal was to serve and strengthen
his country. This attitude was clearly one that appealed to the philosophes.
Joseph II The most radical royal reformer was Joseph II of Austria. The
son and successor of Maria Theresa, Joseph II ruled Austria from 1780 to
1790. He introduced legal reforms and freedom of the press. He also sup-
ported freedom of worship, even for Protestants, Orthodox Christians, and
Jews. In his most radical reform, Joseph abolished serfdom and ordered that
peasants be paid for their labor with cash. Not surprisingly, the nobles firmly
resisted this change. Like many of Joseph’s reforms, it was undone after his death.
Catherine the Great The ruler most admired by the philosophes was Catherine II,
known as Catherine the Great . She ruled Russia from 1762 to 1796. The well-
educated empress read the works of philosophes, and she exchanged many letters with
Voltaire. She ruled with absolute authority but also sought to reform Russia.
In 1767, Catherine formed a commission to review Russia’s laws. She presented
it with a brilliant proposal for reforms based on the ideas of Montesquieu and
Beccaria. Among other changes, she recommended allowing religious toleration
and abolishing torture and capital punishment. Her commission, however, accom-
plished none of these lofty goals.
Catherine eventually put in place limited reforms, but she did little to improve the
life of the Russian peasants. Her views about enlightened ideas changed after a mas-
sive uprising of serfs in 1773. With great brutality, Catherine’s army crushed the
MAIN IDEA
Analyzing Motives
Aj Why did the
enlightened despots
undertake reforms?
Vocabulary
Serfdom was a sys-
tem in which peas-
ants were forced to
live and work on a
landowner's estate.
Changing Idea: Relationship Between Ruler and State
Old Idea
The state and its citizens exist to serve the
monarch. As Louis XIV reportedly said, "I
am the state."
New Idea
The monarch exists to serve the state and
support citizens' welfare. As Frederick the
Great said, a ruler is only "the first servant
of the state."
638 Chapter 22
MAIN IDEA
Synthesizing
By How accurately
does the term
enlightened despot
describe Catherine
the Great? Explain.
rebellion. Catherine had previously favored an end to serf-
dom. However, the revolt convinced her that she needed the
nobles’ support to keep her throne. Therefore, she gave the
nobles absolute power over the serfs. As a result, Russian
serfs lost their last traces of freedom. 0
Catherine Expands Russia Peter the Great, who ruled
Russia in the early 1700s, had fought for years to win a port
on the Baltic Sea. Likewise, Catherine sought access to the
Black Sea. In two wars with the Ottoman Turks, her armies
finally won control of the northern shore of the Black Sea.
Russia also gained the right to send ships through Ottoman-
controlled straits leading from the Black Sea to the
Mediterranean Sea.
Catherine also expanded her empire westward into
Poland. In Poland, the king was relatively weak, and inde-
pendent nobles held the most power. The three neighboring
powers — Russia, Prussia, and Austria — each tried to assert
their influence over the country. In 1772, these land-hungry
neighbors each took a piece of Poland in what is called the
First Partition of Poland. In further partitions in 1793 and
1795, they grabbed up the rest of Poland’s territory. With
these partitions, Poland disappeared as an independent
country for more than a century.
By the end of her remarkable reign, Catherine had vastly
enlarged the Russian empire. Meanwhile, as Russia was
becoming an international power, another great power,
Britain, faced a challenge from its North American
colonies. Inspired by Enlightenment ideas, colonial leaders
decided to do the unthinkable: break away from their ruling
country and found an independent republic.
History Makers
Catherine the Great
1729-1796
The daughter of a minor German
prince, Catherine was 15 when she was
handed over to marry the Grand Duke
Peter, heir to the Russian throne.
Peter was mentally unstable.
Catherine viewed her husband's
weakness as her chance for power.
She made important friends among
Russia's army officers and became
known as the most intelligent and
best-informed person at court. In
1762, only months after her husband
became czar, Catherine had him
arrested and confined. Soon
afterward, Peter conveniently died,
probably by murder.
^ — _ — )
| SECTION
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• salon • baroque • neoclassical • enlightened despot • Catherine the Great
USING YOUR NOTES
2. What are two generalizations
you could make about the
spread of Enlightenment ideas?
MAIN IDEAS
3. What were the defining aspects
of neoclassical art?
4. What new form of literature
emerged during the 18th
century and what were its main
characteristics?
5. Why were several rulers in 18th
century Europe known as
enlightened despots?
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY
Use the Internet to find out more about a composer or writer
mentioned in this section. Then write a brief character sketch on that
artist, focusing on interesting pieces of information about his or her life.
CRITICAL THINKING & WRITING
6. DRAWING CONCLUSIONS What advantages did salons have
over earlier forms of communication in spreading ideas?
7. ANALYZING ISSUES In what way were the enlightened
despots less than true reformers? Cite specific examples
from the text.
8. MAKING INFERENCES How did the Encyclopedia project
reflect the age of Enlightenment?
9. WRITING ACTIVITY I POWER AND AUTHORITY | Imagine you
are a public relations consultant for an enlightened
despot. Write a press release explaining why your client
is "Most Enlightened Despot of the 1700s."
INTERNET KEYWORDS
biography European Enlightenment
Enlightenment and Revolution 639
he American Revolution
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
REVOLUTION Enlightenment
ideas helped spur the American
colonies to shed British rule and
create a new nation.
The revolution created a
republic, the United States of
America, that became a model
for many nations of the world.
• Declaration of
Independence
• Thomas
Jefferson
• checks and
balances
• federal system
• Bill of Rights
SETTING THE STAGE Philosophes such as Voltaire considered England’s
government the most progressive in Europe. The Glorious Revolution of 1688
had given England a constitutional monarchy. In essence, this meant that various
laws limited the power of the English king. Despite the view of the philosophes,
however, a growing number of England’s colonists in North America accused
England of tyrannical rule. Emboldened by Enlightenment ideas, they would
attempt to overthrow what was then the mightiest power on earth and create their
own nation.
TAKING NOTES
Identifying Problems
and Solutions Use a
chart to list the problems
American colonists faced
in shaping their republic
and solutions they found.
VrobUnn
Solution
A
A
Z.
z.
3.
Britain and Its American Colonies
Throughout the 1600s and 1700s, British colonists had formed a large and
thriving settlement along the eastern shore of North America. When George III
became king of Great Britain in 1760, his North American colonies were grow-
ing by leaps and bounds. Their combined population soared from about 250,000
in 1700 to 2,150,000 in 1770, a nearly ninefold increase. Economically, the
colonies thrived on trade with the nations of Europe.
Along with increasing population and prosperity, a new sense of identity was
growing in the colonists’ minds. By the mid- 1700s, colonists had been living in
America for nearly 150 years. Each of the 13 colonies had its own government, and
people were used to a great degree of independence. Colonists saw themselves less
as British and more as Virginians or Pennsylvanians. However, they were still
British subjects and were expected to obey British law.
In 1651, the British Parliament passed a trade law called
the Navigation Act. This and subsequent trade laws pre-
vented colonists from selling their most valuable products
to any country except Britain. In addition, colonists had to
pay high taxes on imported French and Dutch goods.
Nonetheless, Britain’s policies benefited both the colonies
and the motherland. Britain bought American raw materi-
als for low prices and sold manufactured goods to the
colonists. And despite various British trade restrictions,
colonial merchants also thrived. Such a spirit of relative
harmony, however, soon would change.
▼ This French
snuffbox
pictures (left
to right) Voltaire,
Rousseau, and
colonial states-
man Benjamin
Franklin.
640 Chapter 22
M AIN I 0EA
Analyzing Causes
A' How did the
French and Indian
War lead to the
Stamp Act?
Americans Win Independence
In 1754, war erupted on the North American continent
between the English and the French. As you recall, the
French had also colonized parts of North America through-
out the 1600s and 1700s. The conflict was known as the
French and Indian War. (The name stems from the fact that
the French enlisted numerous Native American tribes to
fight on their side.) The fighting lasted until 1763, when
Britain and her colonists emerged victorious — and seized
nearly all French land in North America.
The victory, however, only led to growing tensions
between Britain and its colonists. In order to fight the war,
Great Britain had run up a huge debt. Because American
colonists benefited from Britain’s victory, Britain expected
the colonists to help pay the costs of the war. In 1765,
Parliament passed the Stamp Act. According to this law,
colonists had to pay a tax to have an official stamp put on
wills, deeds, newspapers, and other printed material. Aj
American colonists were outraged. They had never paid
taxes directly to the British government before. Colonial
lawyers argued that the stamp tax violated colonists’ natural
rights, and they accused the government of “taxation with-
out representation.” In Britain, citizens consented to taxes
through their representatives in Parliament. The colonists,
however, had no representation in Parliament. Thus, they
argued they could not be taxed.
Growing Hostility Leads to War Over the next decade,
hostilities between the two sides increased. Some colonial
leaders favored independence from Britain. In 1773, to
protest an import tax on tea, a group of colonists dumped a
large load of British tea into Boston Harbor. George III,
infuriated by the “Boston Tea Party,” as it was called,
ordered the British navy to close the port of Boston.
Such harsh tactics by the British made enemies of many
moderate colonists. In September 1774, representatives
from every colony except Georgia gathered in Philadelphia
to form the First Continental Congress. This group
protested the treatment of Boston. When the king paid little
attention to their complaints, the colonies decided to form
the Second Continental Congress to debate their next move.
On April 19, 1775, British soldiers and American militia-
men exchanged gunfire on the village green in Lexington, Massachusetts. The
fighting spread to nearby Concord. The Second Continental Congress voted to
raise an army and organize for battle under the command of a Virginian named
George Washington. The American Revolution had begun.
The Influence of the Enlightenment Colonial leaders used Enlightenment ideas to
justify independence. The colonists had asked for the same political rights as people
in Britain, they said, but the king had stubbornly refused. Therefore, the colonists were
justified in rebelling against a tyrant who had broken the social contract.
In July 1776, the Second Continental Congress issued the Declaration of
Independence . This document, written by political leader Thomas Jefferson ,
History Makers
Thomas Jefferson
1743-1826
The author of the Declaration of
Independence, Thomas Jefferson of
Virginia, was a true figure of the
Enlightenment. As a writer and
statesman, he supported free speech,
religious freedom, and other civil
liberties. At the same time, he was
also a slave owner.
Jefferson was a man of many
talents. He was an inventor as well as
one of the great architects of early
America. He designed the Virginia
state capitol building in Richmond
and many buildings for the University
of Virginia. Of all his achievements,
Jefferson wanted to be most
remembered for three: author of the
Declaration of Independence, author
of the Statute of Virginia for Religious
Freedom, and founder of the
University of Virginia.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY Create a time line
of Jefferson's major achievements. Go
to classzone.com for your research.
Enlightenment and Revolution 641
Changing Idea: Colonial Attachment to Britain
Old Idea
New Idea
American colonists considered themselves
to be subjects of the British king.
After a long train of perceived abuses by
the king, the colonists asserted their right
to declare independence.
was firmly based on the ideas of John Locke and the Enlightenment. The Declara-
tion reflected these ideas in its eloquent argument for natural rights. “We hold these
truths to be self-evident,” states the beginning of the Declaration, “that all men are
created equal, that they are endowed by their Creator with certain unalienable
rights, that among these are life, liberty, and the pursuit of happiness.”
Since Locke had asserted that people had the right to rebel against an unjust ruler,
the Declaration of Independence included a long list of George Ill’s abuses. The doc-
ument ended by declaring the colonies’ separation from Britain. The colonies, the
Declaration said, “are absolved from all allegiance to the British crown.”
Success for the Colonists The British were not about to let their colonies leave with-
out a fight. Shortly after the publication of the Declaration of Independence, the two
sides went to war. At first glance, the colonists seemed destined to go down in quick
defeat. Washington’s ragtag, poorly trained army faced the well-trained forces of the
most powerful country in the world. In the end, however, the Americans won their war
for independence.
Hudson
i Bay
Quebec,
Boston
ATLANTIC
OCEAN ■
LOUISIANA
TERRITORY
Charleston
\° %
NEW ^
SPAIN
v‘^'^o PUERT0
\ RICCI
Gulf of Mexico
ropic of Cancer s
JAMAICA-^
HISPANIOLA
IONDURAS Caribbean St
North America, 1783
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Region What feature formed the western border of the
United States?
2. Human-Environment Interaction What European countries
had claims on the North American continent in 1 783?
British
French
Russian
Spanish
U.S. and
Great Britain
U.S. and Spain
Several reasons explain the colo-
nists’ success. First, the Americans’
motivation for fighting was much
stronger than that of the British, since
their army was defending their home-
land. Second, the overconfident
British generals made several mis-
takes. Third, time itself was on the
side of the Americans. The British
could win battle after battle, as they
did, and still lose the war. Fighting
an overseas war, 3,000 miles from
London, was terribly expensive. After
a few years, tax-weary British citizens
called for peace.
Finally, the Americans did not fight
alone. Louis XVI of France had little
sympathy for the ideals of the American
Revolution. However, he was eager to
weaken France’s rival, Britain. French
entry into the war in 1778 was decisive.
In 1781, combined forces of about
9,500 Americans and 7,800 French
trapped a British army commanded by
Lord Cornwallis near Yorktown,
Virginia. Unable to escape, Cornwallis
eventually surrendered. The Americans
had shocked the world and won their
independence.
642 Chapter 22
Analyzing Key Concepts
Democracy
Ancient Greece and Rome were strong influences on the framers of the
U.S. system of government. Democracy as it is practiced today, however,
is different from the Greek and Roman models.
The most famous democracy today is the United States. The type of
government the United States uses is called a federal republic. "Federal"
means power is divided between the national and state governments. In a
republic, the people vote for their representatives. Two key components of
democracy in the United States are the Constitution and voting.
Enlightenment Ideas and the U.S. Constitution
Many of the ideas contained in the Constitution are built on the ideas of
Enlightenment thinkers.
Enlightenment Idea
U.S. Constitution
Locke
A government's power comes
from the consent of the people.
• Preamble begins "We the people of the United
States" to establish legitimacy.
• Creates representative government
• Limits government powers
Montesquieu
Separation of powers
• Federal system of government
• Powers divided among three branches
• System of checks and balances
Rousseau
• Public election of president and Congress
Direct democracy
Voltaire • Bill of Rights provides for freedom of speech
Free speech, religious toleration and religion.
> DATA FILE
U.S. Constitution
• There have been 27 amend-
ments to the Constitution
since its creation.
• The U.S. Constitution has
been used by many other
countries as a model for
their constitutions.
• In 2002, over 120 established
and emerging democracies
met to discuss their common
issues.
Voting
• In the 2000 U.S. presidential
election, only 36.1 percent
of people between 18 and
24 years old voted.
• Some countries, such as
Australia, fine citizens for
not voting. Australia's voter
turnout has been over 90
percent since 1925.
f
Voters in the 2000
U.S. Presidential Election
Total Pop.
18 Years
and Over
Total Pop.
18 Years+
and Citizens
186,366,000
(91.9%)
Beccaria • Bill of Rights protects rights of accused and
Accused have rights, no torture prohibits cruel and unusual punishment.
Who Votes?
Voting is an essential part of democracy. Universal suffrage means that all adult
citizens can vote. Universal suffrage is part of democracy in the United States
today, but that was not always the case. This chart shows how the United
States gradually moved toward giving all citizens the right to vote.
t\\^ eN,ote<s
Only white,
male property
owners can vote.
The 15th
Amendment
stated African-
American men
could vote; how-
ever, many were
still prevented.
The 19th
Amendment
was ratified,
giving women
the right to vote.
Citizenship and
the vote was
extended to
include Native
Americans.
The 26th
Amendment
is ratified,
changing the
legal voting age
from 21 to 18.
Today all citizens,
18 or older,
can vote.
1789
1870
1920
1924
1971
Source: U.S. Census Bureau, Current
Population Survey, November 2000.
Connect to Today
1. Synthesizing If so much of the U.S.
Constitution can be found in European
ideas, why were the framers of the
U.S. Constitution so important?
See Skillbuilder Handbook, Page R21.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on democracy, go to classzone.com
2. Hypothesizing Why is it important
that every citizen has, and exercises,
his or her right to vote?
M3
Global Impact*
The French Revolution
The American Revolution inspired the growing number of
French people who sought reform in their own country.
They saw the new government of the United States as the
fulfillment of Enlightenment ideals, and longed for such a
government in France.
The Declaration of Independence was widely circulated
and admired in France. French officers like the Marquis de
Lafayette (shown here), who fought for American
independence, captivated his fellow citizens with accounts
of the war. One Frenchman remarked about this time
period, "We talked of nothing but America." Less than a
decade after the American Revolution ended, an armed
struggle to topple the government would begin in France.
Americans Create a Republic
Shortly after declaring their independence, the 13 individual states recognized
the need for a national government. As victory became certain, all 13 states rat-
ified a constitution in 1781. This plan of government was known as the Articles
of Confederation. The Articles established the United States as a republic, a gov-
ernment in which citizens rule through elected representatives.
A Weak National Government To protect their authority, the 13 states created a
loose confederation in which they held most of the power. Thus, the Articles of
Confederation deliberately created a weak national government. There were no
executive or judicial branches. Instead, the Articles established only one body of
government, the Congress. Each state, regardless of size, had one vote in Congress.
Congress could declare war, enter into treaties, and coin money. It had no power,
however, to collect taxes or regulate trade. Passing new laws was difficult because
laws needed the approval of 9 of the 13 states.
These limits on the national government soon produced many problems.
Although the new national government needed money to operate, it could only
request contributions from the states. Angry Revolutionary War veterans bitterly
complained that Congress still owed them back pay for their services. Meanwhile,
several states issued their own money. Some states even put tariffs on goods from
neighboring states. B,
A New Constitution Colonial leaders eventually recognized the need for a strong
national government. In February 1787, Congress approved a Constitutional
Convention to revise the Articles of Confederation. The Constitutional Convention
held its first session on May 25, 1787. The 55 delegates were experienced statesmen
who were familiar with the political theories of Locke, Montesquieu, and Rousseau.
Although the delegates shared basic ideas on government, they sometimes dis-
agreed on how to put them into practice. For almost four months the delegates
argued over important questions. Who should be represented in Congress? How
many representatives should each state have? The delegates’ deliberations produced
not only compromises but also new approaches to governing. Using the political
ideas of the Enlightenment, the delegates created a new system of government.
The Federal System Like Montesquieu, the delegates distrusted a powerful cen-
tral government controlled by one person or group. They therefore established
MAIN IDEA
Making Inferences
!/ What was the
main cause of the
nation's problems
under the Articles?
644 Chapter 22
MAIN IDEA I
Analyzing Issues
©What were the
opposing views
regarding ratifica-
tion of the
Constitution?
three separate branches — legislative, executive, and judicial. This setup provided a
built-in system of checks and balances , with each branch checking the actions of
the other two. For example, the president received the power to veto legislation
passed by Congress. However, the Congress could override a presidential veto with
the approval of two-thirds of its members.
Although the Constitution created a strong central government, it did not
eliminate local governments. Instead, the Constitution set up a federal system
in which power was divided between national and state governments.
The Bill of Rights The delegates signed the new Constitution on September 17,
1787. In order to become law, however, the Constitution required approval by con-
ventions in at least 9 of the 13 states. These conventions were marked by sharp
debate. Supporters of the Constitution were called Federalists. They argued in their
famous work, the Federalist Papers , that the new government would provide a bet-
ter balance between national and state powers. Their opponents, the Antifederalists,
feared that the Constitution gave the central government too much power. They
also wanted a bill of rights to protect the rights of individual citizens.
In order to gain support, the Federalists promised to add a bill of rights to the
Constitution. This promise cleared the way for approval. Congress formally added to
the Constitution the ten amendments known as the Bill of Rig hts. These amendments
protected such basic rights as freedom of speech, press, assembly, and religion. Many
of these rights had been advocated by Voltaire, Rousseau, and Locke.
The Constitution and Bill of Rights marked a turning point in
people’s ideas about government. Both documents put
Enlightenment ideas into practice. They expressed
an optimistic view that reason and reform could
prevail and that progress was inevitable. Such
optimism swept across the Atlantic. However, the
monarchies and the privileged classes didn’t give up
power and position easily. As Chapter 23 explains, the
struggle to attain the principles of the Enlightenment
led to violent revolution in France.
▼ Early copy of the
U.S. Constitution
| SECTION
O
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Declaration of Independence • Thomas Jefferson • checks and balances
• federal system
• Bill of Rights
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which of the solutions that
you recorded represented a
compromise?
Vrobl&M
Solution
A
1 .
Z.
z.
3.
3. Why did the colonists criticize
the Stamp Act as "taxation
without representation"?
4. How did John Locke's notion of
the social contract influence
the American colonists?
5. Why were the colonists able to
achieve victory in the American
Revolution?
6. MAKING INFERENCES Why might it be important to have
a Bill of Rights that guarantees basic rights of citizens?
7. FORMING AND SUPPORTING OPINIONS Do you think the
American Revolution would have happened if there had
not been an Age of Enlightenment?
8. ANALYZING CAUSES Why do you think the colonists at
first created such a weak central government?
9. WRITING ACTIVITY REVOLUTION Summarize in several
paragraphs the ideas from the American Revolution
concerning separation of powers, basic rights of freedom,
and popular sovereignty.
CONNECT TO TODAY
CELEBRATING AMERICA'S BIRTHDAY
Create a birthday poster to present to the United States this July 4th. The poster should
include images or quotes that demonstrate the ideals upon which the nation was founded.
Enlightenment and Revolution 645
Chapter Assessment
TERMS & NAMES
For each term or name below, briefly explain its connection to
European history from 1550-1789.
1. heliocentric theory 5. salon
2 . Isaac Newton 6 . enlightened despot
3. social contract 7. Declaration of Independence
4. philosophe 8. federal system
MAIN IDEAS
The Scientific Revolution Section l (pages 623-628)
9. According to Ptolemy, what was the earth's position in the
universe? How did Copernicus's view differ?
10. What are the four steps in the scientific method?
11 . What four new instruments came into use during the
Scientific Revolution? What was the purpose of each one?
The Enlightenment in Europe Section 2 (pages 629-635)
12. How did the ideas of Hobbes and Locke differ?
13. What did Montesquieu admire about the government
of Britain?
14. How did the Enlightenment lead to a more secular
outlook?
The Enlightenment Spreads Section 3 (pages 636-639)
15. What were three developments in the arts during the
Enlightenment?
16. What sorts of reforms did the enlightened despots make?
The American Revolution Section 4 (pages 640-645)
17. Why did the Articles of Confederation result in a weak
national government?
18. How did the writers of the U.S. Constitution put into
practice the idea of separation of powers? A system of
checks and balances?
CRITICAL THINKING
1. USING YOUR NOTES
List in a table important new ideas that arose during the
Scientific Revolution and Enlightenment. In the right column,
briefly explain why each idea was revolutionary.
New Idea
Why Revolutionary
2. RECOGNIZING EFFECTS
| SCIENCE AND TECHNOLOGY! What role did technology play in the
Scientific Revolution?
3. ANALYZING ISSUES
| POWER AND AUTHORITY | How did the U.S. Constitution
reflect the ideas of the Enlightenment? Refer to specific
Enlightenment thinkers to support your answer.
4. CLARIFYING
How did the statement by Prussian ruler Frederick the Great
that a ruler is only "the first servant of the state" highlight
Enlightenment ideas about government?
VISUAL SUMMARY
Enlightenment and Revolution, 1550-1789
Scientific Revolution
• Heliocentric theory chal-
lenges geocentric theory.
• Mathematics and observa-
tion support heliocentric
theory.
• Scientific method develops.
• Scientists make discoveries
in many fields.
A new way of thinking about
the world develops, based on
observation and a willingness
to question assumptions.
Enlightenment
• People try to apply the
scientific approach to
aspects of society.
• Political scientists pro-
pose new ideas about
government.
• Philosophes advocate
the use of reason to
discover truths.
• Philosophes address social
issues through reason.
Enlightenment writers chal-
lenge many accepted ideas
about government and society.
Spread of Ideas
• Enlightenment ideas
appeal to thinkers and
artists across Europe.
• Salons help spread
Enlightenment thinking.
• Ideas spread to literate
middle class.
• Enlightened despots
attempt reforms.
Enlightenment ideas sweep
through European society and
to colonial America.
American Revolution
• Enlightenment ideas
influence colonists.
• Britain taxes colonists
after French and Indian War.
• Colonists denounce
taxation without
representation.
• War begins in Lexington
and Concord.
Colonists declare independ-
ence, defeat Britain, and
establish republic.
646 Chapter 22
Use the quotation and your knowledge of world history to
answer questions 1 and 2.
Additional Test Practice, pp. S1-S33
Use this engraving, entitled The Sleep of Reason Produces
Monsters , and your knowledge of world history to answer
question 3.
PRIMARY SOURCE
We the People of the United States, in order to form a
more perfect Union, establish Justice, insure domestic
Tranquility, provide for the common defense, promote the
general Welfare, and secure the Blessings of Liberty to
ourselves and our Posterity, do ordain and establish this
Constitution of the United States of America.
Preamble, Constitution of the United States of America
1. All of the following are stated objectives of the Constitution
except
A. justice.
B. liberty.
C. defense.
D. prosperity.
2 . With whom does the ultimate power in society lie, according
to the Constitution?
A. the church
B. the military
C. the citizens
D. the monarchy
B. A lack of reason
fosters superstition
and irrational fears.
C. Dreams are not
restricted by the
boundaries of
reason.
D. Rulers that let down
their guard risk
rebellion and
overthrow.
3. Which of the following statements best summarizes the main
idea of this Enlightenment engraving?
A. Nothing good comes
from relaxation or
laziness.
INTEGRATED TECHNOLOGY
TEST PRACTICE Go to classzone.com
• Diagnostic tests • Strategies
• Tutorials • Additional practice
J
ALTERNATIVE ASSESSMENT
1. Interact with History
On page 622, you examined how you would react to a different
or revolutionary idea or way of doing things. Now that you have
read the chapter, consider how such breakthroughs impacted
society. Discuss in a small group what you feel were the most
significant new ideas or procedures and explain why.
2. |\\ WRITING ABOUT HISTORY
1 REVOLUTION | Re-examine the material on the Scientific
Revolution. Then write a three paragraph essay summarizing
the difference in scientific understanding before and after the
various scientific breakthroughs. Focus on
• the ultimate authority on many matters before the Scientific
Revolution.
• how and why that changed after the Revolution.
INTEGRATED TECHNOLOGY
Writing an Internet-based Research Paper
Go to the Web Research Guide at classzone.com to learn
about conducting research on the Internet. Use the Internet
to explore a recent breakthrough in science or medicine.
Look for information that will help you explain why the
discovery is significant and how the new knowledge changes
what scientists had thought about the topic.
In a well-organized paper, compare the significance of the
discovery you are writing about with major scientific or
medical discoveries of the Scientific Revolution. Be sure to
• apply a search strategy when using directories and search
engines to locate Web resources.
• judge the usefulness of each Web site.
• correctly cite your Web resources.
• revise and edit for correct use of language.
Enlightenment and Revolution 647
CHAPTER
The French Revolution
and Napoleon, 1 789 -i si 5
Previewing Main Ideas
I ECONOMICS] The gap between rich and poor in France was vast. The
inequalities of the economy of France were a major cause of the French
Revolution.
Geography Why do you think the royal palace at Versailles became a focal
point for the anger of the poor people of Paris during the Revolution?
! REVOLUTION | Driven by the example of the American Revolution and such
Enlightenment ideas as liberty, equality, and democracy, the French ousted
the government of Louis XVI and established a new political order.
Geography Why do you think some historians cite the "wind from America "
as a cause of the French Revolution?
| POWER AND AUTHORITY | After seizing power in 1799, Napoleon
conquered a huge empire that included much of Western Europe. His
attempt to conquer Russia, however, led to his downfall.
Geography What challenges and hazards of invading Russia might be
inferred from the map?
INTEGRATED TECHNOLOGY
1
eEdition r f
INTERNET RESOURCES
• Interactive Maps
Go to classzone.com for:
• Interactive Visuals
• Research Links
• Maps
• Interactive Primary Sources
• Internet Activities
• Test Practice
• Primary Sources
• Chapter Quiz
• Current Events
EUROPE
1789
Storming of the
Bastille ignites the
French Revolution.
1793
King Louis XVI is
executed by
guillotine; Reign of
Terror begins. ►
1796
Directory appoints
Napoleon commander
of French forces in Italy.
WORLD
1789 ^
George Washington
is inaugurated as
first LLS. president. ►
1795
Great Britain seizes the
Cape Colony in South
Africa from the Dutch.
648
I i French Empire
□ Countries allied with Napoleon
Countries controlled bv Napoleon
I I Countries at war with Napoleon
OF KINGDOM
kTP° f
V SWEDEN
UNITED kltSGDOM
f GREAT BRITAIN §
AND IRELAND
RER OF
DAIMZtG
Berlin
CONFEDERAl
OFTHES
RHINE
ATLANTIC
OCEAN
AUSTRIAN
EMPIRE
KINGDOM
OF ITALY '
OTTOMAN
EMPIRE
'MONTENEGRO
Black
Sea
CORSli
Barcelona
KINGDOM
OF
SARDINIA
r ran
Come PrOjfltliOn
1815
Napoleon is defeated at the Battle of Waterloo.
1810
Padre Hidalgo
calls for Mexican
independence.
1814
War of 1812 between
Great Britain and the
United States ends.
1799
1804
Napoleon overthrows
Napoleon crowns himself
the Directory through
emperor, begins to create j
a coup d‘6tat.
a vast European empire. ► j
Q C
1800
1804
Opium trade
Saint Domingue gains m
begins in China.
independence. F j
(Toussaint L'Ouverture) ►
• How would you define an unjust government?
• What, if anything, would lead you to take part in a violent
revolution?
Discuss these questions with your classmates. In your discussion,
remember what you’ve learned about the causes of revolutionary
conflicts such as the American Revolution and the English Civil
War. As you read about the French Revolution in this chapter, see
what changes take place and how these changes came about.
EXAMINING the ISSUES
How would you change an
unjust government?
a The conquerors of the Bastille parade outside City Hall in Paris.
You are living in France in the late 1700s. Your parents are merchants who earn a
good living. However, after taxes they have hardly any money left. You know that
other people, especially the peasants in the countryside, are even worse off than
you. At the same time, the nobility lives in luxury and pays practically no taxes.
Many people in France are desperate for change. But they are uncertain how
to bring about that change. Some think that representatives of the people should
demand fair taxes and just laws. Others support violent revolution. In Paris, that
revolution seems to have begun. An angry mob has attacked and taken over the
Bastille, a royal prison. You wonder what will happen next.
One of the mob leaders
triumphantly displays
the keys to the Bastille.
Although they were in
search of gunpowder
and firearms, the
conquerors of the
Bastille took whatever
they could find.
One man drags the royal
standard behind him.
The French Revolution Begins
MAIN IDEA 1 WHY IT MATTERS NOW | TERMS & NAMES
ECONOMICS Economic and
social inequalities in the Old
Regime helped cause the
French Revolution.
Throughout history, economic
and social inequalities have at
times led peoples to revolt
against their governments.
• Old Regime • National
• estate Assembly
• Louis XVI • Tennis Court
• Marie Antoinette Oath
• Estates-General • Great Fear
SETTING THE STAGE In the 1700s, France was considered the most advanced
country of Europe. It had a large population and a prosperous foreign trade. It
was the center of the Enlightenment, and France’s culture was widely praised
and imitated by the rest of the world. However, the appearance of success was
deceiving. There was great unrest in France, caused by bad harvests, high
prices, high taxes, and disturbing questions raised by the Enlightenment ideas
of Locke, Rousseau, and Voltaire.
The Old Order
In the 1770s, the social and political system of France — the Old Regime —
remained in place. Under this system, the people of France were divided into
three large social classes, or estates .
The Privileged Estates Two of the estates had privileges, including access to
high offices and exemptions from paying taxes, that were not granted to the
members of the third. The Roman Catholic Church, whose clergy formed the
First Estate, owned 10 percent of the land in France. It provided education and
relief services to the poor and contributed about 2 percent of its income to the
government. The Second Estate was made up of rich nobles. Although they
accounted for just 2 percent of the population, the nobles owned 20 percent of
the land and paid almost no taxes. The majority of the clergy and the nobility
scorned Enlightenment ideas as radical notions that threatened their status and
power as privileged persons.
The Third Estate About 97 percent of the people belonged to the Third Estate. The
three groups that made up this estate differed greatly in their economic conditions.
The first group — the bourgeoisie (BUR*zhwah*ZEE), or middle class — were
bankers, factory owners, merchants, professionals, and skilled artisans. Often, they
were well educated and believed strongly in the Enlightenment ideals of liberty and
equality. Although some of the bourgeoisie were as rich as nobles, they paid high
taxes and, like the rest of the Third Estate, lacked privileges. Many felt that their
wealth entitled them to a greater degree of social status and political power.
The workers of France’s cities formed the second, and poorest, group within
the Third Estate. These urban workers included tradespeople, apprentices, laborers,
and domestic servants. Paid low wages and frequently out of work, they often
TAKING NOTES
Analyzing Causes
Use a web diagram to
identify the causes of
the French Revolution.
The French Revolution and Napoleon 651
The Three Estates
Q First Estate
• made up of clergy of
Roman Catholic Church
• scorned Enlightenment ideas
0 Second Estate
• made up of rich nobles
• held highest offices in government
• disagreed about Enlightenment ideas
Population of France, 1787
97% (Third Estate)
less than 1%
(First Estate)
2% (Second Estate)
0 Third Estate
• included bourgeoisie, urban
lower class, and peasant farmers
• had no power to influence
government
• embraced Enlightenment ideas
• resented the wealthy First and
Second Estates.
Percent of Income Paid in Taxes
2% (First Estate)
0% (Second Estate)
50% (Third Estate)
T
T
0 % 20 % 40 % 60 % 80 % 100 %
SKILLBUILDER: Interpreting Charts and Political Cartoons
1. Drawing Conclusions How do the chart and the graphs help explain the
political cartoon ?
2. Making Inferences Why might the First and Second Estates be opposed to
change?
went hungry. If the cost of bread rose, mobs of these workers might attack grain
carts and bread shops to steal what they needed.
Peasants formed the largest group within the Third Estate, more than 80 per-
cent of France’s 26 million people. Peasants paid about half their income in dues
to nobles, tithes to the Church, and taxes to the king’s agents. They even paid taxes
on such basic staples as salt. Peasants and the urban poor resented the clergy and
the nobles for their privileges and special treatment. The heavily taxed and discon-
tented Third Estate was eager for change.
Vocabulary
tithe: a church tax,
normally about one-
tenth of a family's
income
The Forces of Change
In addition to the growing resentment among the lower classes, other factors
contributed to the revolutionary mood in France. New ideas about government,
serious economic problems, and weak and indecisive leadership all helped to gen-
erate a desire for change.
Enlightenment Ideas New views about power and authority in government were
spreading among the Third Estate. Members of the Third Estate were inspired by
the success of the American Revolution. They began questioning long-standing
notions about the structure of society. Quoting Rousseau and Voltaire, they began
to demand equality, liberty, and democracy. The Comte D’Antraigues, a friend of
Rousseau, best summed up their ideas on what government should be:
PRIMARY SOURCE
The Third Estate is the People and the People is the foundation of the State; it is in fact
the State itself; the . . . People is everything. Everything should be subordinated to it. . . .
It is in the People that all national power resides and for the People that all states exist.
COMTE D'ANTRAIGUES, quoted in Citizens: A Chronicle of the French Revolution
Economic Troubles By the 1780s, France’s once prosperous economy was in
decline. This caused alarm, particularly among the merchants, factory owners, and
652 Chapter 23
bankers of the Third Estate. On the surface, the economy appeared to be sound,
because both production and trade were expanding rapidly. However, the heavy
burden of taxes made it almost impossible to conduct business profitably within
France. Further, the cost of living was rising sharply. In addition, bad weather in
the 1780s caused widespread crop failures, resulting in a severe shortage of grain.
The price of bread doubled in 1789, and many people faced starvation.
During the 1770s and 1780s, France’s government sank deeply into debt. Part of
the problem was the extravagant spending of Louis XVI and his queen, Marie
Antoinette . Louis also inherited a considerable debt from previous kings. And he
borrowed heavily in order to help the American revolutionaries in their war against
Great Britain, France’s chief rival. This nearly doubled the government’s debt. In
1786, when bankers refused to lend the government any more money, Louis faced
serious problems.
A Weak Leader Strong leadership might have solved these and other problems.
Louis XVI, however, was indecisive and allowed matters to drift. He paid little atten-
tion to his government advisers, and had little patience for the details of governing.
The queen only added to Louis’s problems. She often interfered in the government,
and frequently offered Louis poor advice. Further, since she was a member of the
royal family of Austria, France’s long-time enemy, Marie Antoinette had been unpop-
ular from the moment she set foot in France. Her behavior only made the situation
Vocabulary worse. As queen, she spent so much money on gowns, jewels, gambling, and gifts
deficit: debt that she became known as “Madame Deficit.”
Rather than cutting expenses, Louis put off dealing with the emergency until he
practically had no money left. His solution was to impose taxes on the nobility.
However, the Second Estate forced him to call a meeting of the Estates-Genera] —
an assembly of representatives from all three estates — to approve this new tax. The
meeting, the first in 175 years, was held on May 5, 1789, at Versailles.
History Makers
Louis XVI
1754-1793
Louis XVI's tutors made little effort to
prepare him for his role as king— and it
showed. He was easily bored with
affairs of state, and much preferred to
spend his time in physical activities,
particularly hunting. He also loved to
work with his hands, and was skilled in
several trades, including lock-making,
metalworking, and bricklaying.
Despite these shortcomings, Louis
was well intentioned and sincerely wanted to improve the
lives of the common people. However, he lacked the
ability to make decisions and the determination to see
policies through. When he did take action, it often was
based on poor advice from ill-informed members of his
court. As one politician of the time noted, "His reign
was a succession of feeble attempts at doing good,
shows of weakness, and clear evidence of his inadequacy
as a leader."
L
Marie Antoinette
1755-1793
Marie Antoinette was a pretty,
lighthearted, charming woman.
However, she was unpopular with the
French because of her spending and
her involvement in controversial court
affairs. She referred to Louis as "the
poor man" and sometimes set the
clock forward an hour to be rid of
his presence.
Marie Antoinette refused to wear
the tight-fitting clothing styles of the day and introduced a
loose cotton dress for women. The elderly, who viewed the
dress as an undergarment, thought that her clothing was
scandalous. The French silk industry was equally angry.
In constant need of entertainment, Marie Antoinette often
spent hours playing cards. One year she lost the equivalent of
$1.5 million by gambling in card games.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on Louis XVI and Marie
Antoinette, go to classzone.com
i
The French Revolution and Napoleon 653
Dawn of the Revolution
▼ The attack on the
Bastille claimed the
lives of about 100
people.
The clergy and the nobles had dominated the Estates-General throughout the
Middle Ages and expected to do so in the 1789 meeting. Under the assembly’s
medieval rules, each estate’s delegates met in a separate hall to vote, and each estate
had one vote. The two privileged estates could always outvote the Third Estate.
The National Assembly The Third Estate delegates, mostly members of the bour-
geoisie whose views had been shaped by the Enlightenment, were eager to make
changes in the government. They insisted that all three estates meet together and
that each delegate have a vote. This would give the advantage to the Third Estate,
which had as many delegates as the other two estates combined. ft.
Siding with the nobles, the king ordered the Estates-General to follow the medieval
rules. The delegates of the Third Estate, however, became more and more determined
to wield power. A leading spokesperson for their viewpoint was a clergyman sympa-
thetic to their cause, Emmanuel-Joseph Sieyes (syayYEHS). In a dramatic speech,
Sieyes suggested that the Third Estate delegates name themselves the National
Assembly and pass laws and reforms in the name of the French people.
After a long night of excited debate, the delegates of the Third Estate agreed to
Sieyes’s idea by an overwhelming majority. On June 17, 1789, they voted to estab-
lish the National Assembly, in effect proclaiming the end of absolute monarchy and
the beginning of representative government. This vote was the first deliberate act
of revolution.
Three days later, the Third Estate delegates found themselves locked out of
their meeting room. They broke down a door to an indoor tennis court, pledging
to stay until they had drawn up a new constitution. This pledge became known
as the Tennis Court Oath . Soon after, nobles and members of the clergy who
favored reform joined the Third Estate delegates. In response to these events,
Louis stationed his mercenary army of Swiss guards around Versailles.
Storming the Bastille In Paris, rumors flew. Some people suggested that Louis
was intent on using military force to dismiss the National Assembly. Others
charged that the foreign troops were coming to Paris to massacre French citizens.
MAIN IDEA
Analyzing Motives
ft/ Why did the
Third Estate pro-
pose a change in
the Estates-
General's voting
rules?
Vocabulary
mercenary army: a
group of soldiers
who will work for
any country or
employer that will
pay them
MAIN IDEA
Recognizing
Effects
How did the
women's march
mark a turning
point in the rela-
tionship between
the king and the
people?
People began to gather weapons in order to defend the city
against attack. On July 14, a mob searching for gunpowder
and arms stormed the Bastille, a Paris prison. The mob over-
whelmed the guard and seized control of the building. The
angry attackers hacked the prison commander and several
guards to death, and then paraded around the streets with the
dead men’s heads on pikes.
The fall of the Bastille became a great symbolic act of rev-
olution to the French people. Ever since, July 14 — Bastille
Day — has been a French national holiday, similar to the
Fourth of July in the United States.
A Great Fear Sweeps France
Before long, rebellion spread from Paris into the countryside.
From one village to the next, wild rumors circulated that the
nobles were hiring outlaws to terrorize the peasants. A wave of
senseless panic called the Great Fear rolled through France.
The peasants soon became outlaws themselves. Armed with
pitchforks and other farm tools, they broke into nobles’ manor
houses and destroyed the old legal papers that bound them to
pay feudal dues. In some cases, the peasants simply burned down the manor houses.
In October 1789, thousands of Parisian women rioted over the rising price of
bread. Brandishing knives, axes, and other weapons, the women marched on
Versailles. First, they demanded that the National Assembly take action to provide
bread. Then they turned their anger on the king and queen. They broke into the
palace, killing some of the guards. The women demanded that Louis and Marie
Antoinette return to Paris. After some time, Louis agreed.
A few hours later the king, his family, and servants left Versailles, never again
to see the magnificent palace. Their exit signaled the change of power and radical
reforms about to overtake France. B,
Bread
Bread was a staple of the diet of the
common people of France. Most
families consumed three or four 4-
pound loaves a day. And the
purchase of bread took about half of
a worker's wages— when times were
good. So, when the price of bread
jumped dramatically, as it did in the
fall of 1789, people faced a real
threat of starvation.
On their march back from
Versailles, the women of Paris
happily sang that they were bringing
"the baker, the baker's wife, and the
baker's lad" with them. They
expected the "baker"— Louis— to
provide the cheap bread that they
needed to live.
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Old Regime • estates • Louis XVI • Marie Antoinette • Estates-General • National Assembly
• Tennis Court Oath
• Great Fear
USING YOUR NOTES
2. Select one of the causes you
listed and explain how it
contributed to the French
Revolution.
MAIN IDEAS
3. Why were members of the
Third Estate dissatisfied with
life under the Old Regime?
4. How did Louis XVI's weak
leadership contribute to the
growing crisis in France?
5. How did the purpose of the
meeting of the Estates-General
in 1789 change?
CRITICAL THINKING & WRITING
6. FORMING AND SUPPORTING OPINIONS Do you think that
changes in the French government were inevitable? Explain.
7. ANALYZING MOTIVES Why do you think some members of
the First and Second Estates joined the National Assembly
and worked to reform the government?
8. COMPARING AND CONTRASTING How were the storming
of the Bastille and the women's march on Versailles
similar? How were they different?
9. WRITING ACTIVITY POWER AND AUTHORITY In the role of a
member of the Third Estate, write a brief speech explaining
why the French political system needs to change.
CONNECT TO TODAY
CREATING A COLLAGE
Conduct research on how Bastille Day is celebrated in France today. Use your findings to
create an annotated collage titled "Celebrating the Revolution."
The French Revolution and Napoleon 655
Revolution Brings
Reform and Terror
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
REVOLUTION The revolutionary
Some governments that lack the
• Legislative
• guillotine
government of France made
support of a majority of their
Assembly
• Maximilien
reforms but also used terror and
people still use fear to control
• emigre
Robespierre
violence to retain power.
their citizens.
• sans-culotte
• Reign of
• Jacobin
Terror
SETTING THE STAGE Peasants were not the only members of French society
to feel the Great Fear. Nobles and officers of the Church were equally afraid.
Throughout France, bands of angry peasants struck out against members of the
upper classes, attacking and destroying many manor houses. In the summer of
1789, a few months before the women’s march to Versailles, some nobles and
members of clergy in the National Assembly responded to the uprisings in an
emotional late-night meeting.
The Assembly Reforms France
Throughout the night of August 4, 1789, noblemen made grand speeches, declar-
ing their love of liberty and equality. Motivated more by fear than by idealism,
they joined other members of the National Assembly in sweeping away the feu-
dal privileges of the First and Second Estates, thus making commoners equal to
the nobles and the clergy. By morning, the Old Regime was dead.
The Rights of Man Three weeks later, the National Assembly adopted a statement
of revolutionary ideals, the Declaration of the Rights of Man and of the Citizen.
Reflecting the influence of the Declaration of Independence, the document stated
that “men are born and remain free and equal in rights.” These rights included
“liberty, property, security, and resistance to oppression.” The document also
guaranteed citizens equal justice, freedom of speech, and freedom of religion.
In keeping with these principles, revolutionary leaders adopted the expression
“Liberty, Equality, Fraternity” as their slogan. Such sentiments, however, did not
apply to everyone. When writer Olympe de Gouges (aw # LIMP duh GOOZH) pub-
lished a declaration of the rights of women, her ideas were rejected. Later, in 1793,
she was declared an enemy of the Revolution and executed.
A State-Controlled Church Many of the National Assembly’s early reforms
focused on the Church. The assembly took over Church lands and declared that
Church officials and priests were to be elected and paid as state officials. Thus,
the Catholic Church lost both its lands and its political independence. The rea-
sons for the assembly’s actions were largely economic. Proceeds from the sale of
Church lands helped pay off France’s huge debt.
The assembly’s actions alarmed millions of French peasants, who were devout
Catholics. The effort to make the Church a part of the state offended them, even
TAKING NOTES
Recognizing Effects
Use a flow chart to
identify the major events
that followed the
creation of the
Constitution of 1791.
Assmbhf
Creates a.
Constitution
\
656 Chapter 23
◄ One of the people
who stopped Louis
from escaping said
that he recognized
the king from his
portrait on a French
bank note.
though it was in accord with Enlightenment philosophy. They believed that the
pope should rule over a church independent of the state. From this time on, many
peasants opposed the assembly’s reforms.
Louis Tries to Escape As the National Assembly restructured the relationship
between church and state, Louis XVI pondered his fate as a monarch. Some of his
advisers warned him that he and his family were in danger. Many supporters of the
monarchy thought France unsafe and left the country. Then, in June 1791, the royal
family tried to escape from France to the Austrian Netherlands. As they neared the
border, however, they were apprehended and returned to Paris under guard. Louis’s
attempted escape increased the influence of his radical enemies in the government
and sealed his fate.
MAIN, IDEA
Recognizing
Effects
A/ How did differ-
ences of opinion on
how to handle such
issues as food
shortages and debt
affect the Legislative
Assembly?
Divisions Develop
For two years, the National Assembly argued over a new constitution for France. By
1791, the delegates had made significant changes in France’s government and society.
A Limited Monarchy In September 1791, the National Assembly completed the
new constitution, which Louis reluctantly approved. The constitution created a lim-
ited constitutional monarchy. It stripped the king of much of
his authority. It also created a new legislative body — the
Legislative Assembly . This body had the power to create
laws and to approve or reject declarations of war. However,
the king still held the executive power to enforce laws.
Factions Split France Despite the new government, old
problems, such as food shortages and government debt,
remained. The question of how to handle these problems
caused the Legislative Assembly to split into three general
groups, each of which sat in a different part of the meeting
hall. Radicals, who sat on the left side of the hall, opposed
the idea of a monarchy and wanted sweeping changes in the
way the government was run. Moderates sat in the center of
the hall and wanted some changes in government, but not as
many as the radicals. Conservatives sat on the right side of
the hall. They upheld the idea of a limited monarchy and
wanted few changes in government. &
Connect foToday
Left, Right, and Center
The terms we use today to describe
where people stand politically derive
from the factions that developed in
the Legislative Assembly in 1791.
• People who want to radically
change government are called left
wing or are said to be on the left.
• People with moderate views often
are called centrist or are said to be
in the center.
• People who want few or no
changes in government often are
called right wing or are said to be
on the right.
^ y
The French Revolution and Napoleon 657
In addition, factions outside the Legislative Assembly wanted to influence the
direction of the government too. Emig res (EHM*ih*GRAYz), nobles and others
who had fled France, hoped to undo the Revolution and restore the Old Regime. In
contrast, some Parisian workers and small shopkeepers wanted the Revolution
to bring even greater changes to France. They were called sans-culottes
(sanz kyoo*LAHTS), or “those without knee breeches.” Unlike the upper classes,
who wore fancy knee-length pants, sans-culottes wore regular trousers. Although
they did not have a role in the assembly, they soon discovered ways to exert their
power on the streets of Paris.
War and Execution
Monarchs and nobles in many European countries watched the changes taking
place in France with alarm. They feared that similar revolts might break out in their
own countries. In fact, some radicals were keen to spread their revolutionary ideas
across Europe. As a result, some countries took action. Austria and Prussia, for
example, urged the French to restore Louis to his position as an absolute monarch.
The Legislative Assembly responded by declaring war in April 1792.
France at War The war began badly for the French. By the
summer of 1792, Prussian forces were advancing on Paris.
The Prussian commander threatened to destroy Paris if the
revolutionaries harmed any member of the royal family. This
enraged the Parisians. On August 10, about 20,000 men and
women invaded the Tuileries, the palace where the royal fam-
ily was staying. The mob massacred the royal guards and
imprisoned Louis, Marie Antoinette, and their children.
Shortly after, the French troops defending Paris were sent
to reinforce the French army in the field. Rumors began to
spread that supporters of the king held in Paris prisons
planned to break out and seize control of the city. Angry and
fearful citizens responded by taking the law into their own
hands. For several days in early September, they raided the
prisons and murdered over 1,000 prisoners. Many nobles,
priests, and royalist sympathizers fell victim to the angry
mobs in these September Massacres. g/
Under pressure from radicals in the streets and among its
members, the Legislative Assembly set aside the Constitution
of 1791. It declared the king deposed, dissolved the assembly,
and called for the election of a new legislature. This new gov-
erning body, the National Convention, took office on
September 21. It quickly abolished the monarchy and
declared France a republic. Adult male citizens were granted
the right to vote and hold office. Despite the important part
they had already played in the Revolution, women were not
given the vote.
Jacobins Take Control Most of the people involved in the
governmental changes in September 1792 were members of a
radical political organization, the Jacobin (JAK*uh*bihn)
Club. One of the most prominent Jacobins , as club members
were called, was Jean-Paul Marat (mah*RAH). During the
Revolution, he edited a newspaper called L’Ami du Peuple
(Friend of the People). In his fiery editorials, Marat called for
History Makers
1743-1793
Marat was a thin, high-strung, sickly
man whose revolutionary writings
stirred up the violent mood in Paris.
Because he suffered from a painful
skin disease, he often found comfort
by relaxing in a cold bath— even
arranging things so that he could
work in his bathtub!
During the summer of 1793,
Charlotte Corday, a supporter of a rival
faction whose members had been
jailed, gained an audience with Marat
by pretending to have information
about traitors. Once inside Marafs
private chambers, she fatally stabbed
him as he bathed. For her crime,
Corday went to the guillotine.
J
MAIN IDEA
Analyzing Causes
What did the
September
Massacres show
about the mood of
the people?
658 Chapter 23
Science & Technology
■ INTERACTIVE MlHHi ■HH
The Guillotine
If you think the guillotine was a cruel form of capital punishment, think
again. Dr. Joseph Ignace Guillotin proposed a machine that satisfied many
needs — it was efficient, humane, and democratic.
A physician and member of the National Assembly,
Guillotin claimed that those executed with the device
“wouldn’t even feel the slightest pain.”
Prior to the guillotine’s introduction in 1792,
many French criminals had suffered through horrible
punishments in public places. Although public
punishments continued to attract large crowds, not all
spectators were pleased with the new machine. Some
witnesses felt that death by the guillotine occurred
much too quickly to be enjoyed by an audience.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on the
guillotine, go to classzone.com
Beheading by Class
Before each execution,
bound victims traveled
from the prison to the
scaffold in horse-drawn
carts during a one and
one-half hour procession
through city streets.
1. Synthesizing In what ways was the
guillotine an efficient means of
execution?
See Skillbuilder Handbook, page R21.
2. Comparing France continued to use
the guillotine until 1977. Four years
later, France abolished capital
punishment. Conduct research to
identify countries where capital
punishment is still used. Use your
findings to create a map titled
"Countries Using Capital Punishment"
659
More than 2,100 people were executed during the last
132 days of the Reign of Terror. The pie graph below
displays the breakdown of beheadings by class.
■ First Estate
-m Second Estate
■m Third Estate
Once the executioner cranked the
blade to the top, a mechanism
released it. The sharp weighted
blade fell, severing the victim's
head from his or her body.
Some doctors believed that a
victim's head retained its hearing
and eyesight for up to 15 minutes
after the blade's deadly blow. All
remains were eventually gathered
and buried in simple graves.
Tricoteuses, or "woman knitters,"
were regular spectators at
executions and knitted stockings
for soldiers as they sat near the
base of the scaffold.
the death of all those who continued to support the king. Georges Danton
(zhawrzh dahn*TAWN), a lawyer, was among the club’s most talented and passionate
speakers. He also was known for his devotion to the rights of Paris’s poor people.
The National Convention had reduced Louis XVI’s role from that of a king to
that of a common citizen and prisoner. Now, guided by radical Jacobins, it tried
Louis for treason. The Convention found him guilty, and, by a very close vote, sen-
tenced him to death. On January 21, 1793, the former king walked with calm dig-
nity up the steps of the scaffold to be beheaded by a machine called the guillotine
(GIHL»uh*TEEN). (See the Science & Technology feature on page 659.)
The War Continues The National Convention also had to contend with the con-
tinuing war with Austria and Prussia. At about the time the Convention took office,
the French army won a stunning victory against the Austrians and Prussians at the
Battle ofValmy. Early in 1793, however, Great Britain, Holland, and Spain joined
Prussia and Austria against France. Forced to contend with so many enemies, the
French suffered a string of defeats. To reinforce the French army, Jacobin leaders
in the Convention took an extreme step. At their urging, in February 1793 the
Convention ordered a draft of 300,000 French citizens between the ages of 18 and
40. By 1794, the army had grown to 800,000 and included women.
The Terror Grips France
Foreign armies were not the only enemies of the French republic. The Jacobins had
thousands of enemies within France itself. These included peasants who were hor-
rified by the king’s execution, priests who would not accept government control,
and rival leaders who were stirring up rebellion in the provinces. How to contain
and control these enemies became a central issue.
Robespierre Assumes Control In the early months of 1793, one Jacobin leader,
Maximilien Robespierre (ROHBZ*peer), slowly gained power. Robespierre and
his supporters set out to build a “republic of virtue” by wiping out every trace of
France’s past. Firm believers in reason, they changed the calendar, dividing the year
into 12 months of 30 days and renaming each month. This calendar had no Sundays
because the radicals considered religion old-fashioned and dangerous. They even
closed all churches in Paris, and cities and towns all over France soon did the same.
In July 1793, Robespierre became leader of the Committee of Public Safety. For
the next year, Robespierre governed France virtually as a dictator, and the period
of his rule became known as the Rei gn of Terror . The Committee of Public
Safety’s chief task was to protect the Revolution from its enemies. Under
Robespierre’s leadership, the committee often had these “enemies” tried in the
morning and guillotined in the afternoon. Robespierre justified his use of terror by
suggesting that it enabled French citizens to remain true to the ideals of the
Revolution. He also saw a connection between virtue and terror:
PRIMARY SOURCE &
The first maxim of our politics ought to be to lead the people by means of reason
and the enemies of the people by terror. If the basis of popular government in
time of peace is virtue, the basis of popular government in time of revolution is
both virtue and terror: virtue without which terror is murderous, terror without
which virtue is powerless. Terror is nothing else than swift, severe, indomitable
justice; it flows, then, from virtue.
MAXIMILIEN ROBESPIERRE, "On the Morals and Political Principles of Domestic Policy" (1794)
The “enemies of the Revolution” who troubled Robespierre the most were fellow
radicals who challenged his leadership. In 1793 and 1794, many of those who had
led the Revolution received death sentences. Their only crime was that they were
Analyzing
Primary Sources
£/ How did
Robespierre justify
the use of terror?
660 Chapter 23
considered less radical than Robespierre. By early 1794,
even Georges Danton found himself in danger. Danton’s
friends in the National Convention, afraid to defend him,
joined in condemning him. On the scaffold, he told the exe-
cutioner, “Don’t forget to show my head to the people. It’s
well worth seeing.”
The Terror claimed not only the famous, such as Danton
and Marie Antoinette, the widowed queen. Thousands of
unknown people also were sent to their deaths, often on the
flimsiest of charges. For example, an 18-year-old youth was
sentenced to die for cutting down a tree that had been
planted as a symbol of liberty. Perhaps as many as 40,000
were executed during the Terror. About 85 percent were
peasants or members of the urban poor or middle class —
for whose benefit the Revolution had been launched.
End of the Terror
In July 1794, fearing for their own safety, some members of the National
Convention turned on Robespierre. They demanded his arrest and execution. The
Reign of Terror, the radical phase of the French Revolution, ended on July 28,
1794, when Robespierre went to the guillotine.
French public opinion shifted dramatically after Robespierre’s death. People of
all classes had grown weary of the Terror. They were also tired of the skyrocketing
prices for bread, salt, and other necessities of life. In 1795, moderate leaders in the
National Convention drafted a new plan of government, the third since 1789. It
placed power firmly in the hands of the upper middle class and called for a two-
house legislature and an executive body of five men, known as the Directory. These
five were moderates, not revolutionary idealists. Some of them were corrupt and
made themselves rich at the country’s expense. Even so, they gave their troubled
country a period of order. They also found the right general to command France’s
armies — Napoleon Bonaparte.
a At his trial,
Georges Danton
defended himself
so skillfully that the
authorities eventu-
ally denied him the
right to speak.
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Legislative Assembly • emigre • sans-culotte • Jacobin • guillotine • Maximilien Robespierre • Reign of Terror
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Do you think this chain of
events could have been
changed in any way? Explain.
Assembly
Creates a.
ConsFRu-tion
3. What major reforms did the
National Assembly introduce?
4. What did the divisions in the
Legislative Assembly say about
the differences in French
society?
5. How did the Reign of Terror
come to an end?
6. SYNTHESIZING How did the slogan "Liberty, Equality,
Fraternity" sum up the goals of the Revolution?
7. COMPARING AND CONTRASTING What similarities and
differences do you see between the political factions
in the Legislative Assembly and those in the U.S.
government today?
8. ANALYZING CAUSES What factors led to Robespierre
becoming a dictator?
9. WRITING ACTIVITY | REVOLUTION Working in small teams,
write short biographies of three revolutionary figures
mentioned in this section.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY
Use the Internet to conduct research on governments that use
terrorism against their own people. Prepare an oral report on the
methods these countries use.
INTERNET KEYWORD
human rights
The French Revolution and Napoleon 661
Different Perspectives: Using Primary and Secondary Sources
INTERACTIVE
The French Revolution
Over time, people have expressed a wide variety of opinions about the causes and
outcomes of the French Revolution. The following excerpts, dating from the 1790s to
1859, illustrate this diversity of opinion.
Ay SECONDARY SOURCE
By PRIMARY SOURCE
£yPRIMARY SOURCE
Charles Dickens
In 1859, the English writer Dickens
wrote A Tale of Two Cities, a novel
about the French Revolution for which
he did much research. In the following
scene, Charles Darnay — an aristocrat
who gave up his title because he hated
the injustices done to the people — has
returned to France and been put on trial.
His judges sat upon the bench in
feathered hats; but the rough red cap
and tricolored cockade was the
headdress otherwise prevailing.
Looking at the jury and the turbulent
audience, he might have thought that
the usual order of things was reversed,
and that the felons were trying the
honest men. The lowest, cruelest, and
worst populace of a city, never without
its quantity of low, cruel, and bad, were
the directing spirits of the scene. . . .
Charles Evremonde, called Darnay,
was accused by the public prosecutor
as an emigrant, whose life was forfeit
to the Republic, under the
decree which banished all
emigrants on pain of Death. It
was nothing that the decree
bore date since his return to
France. There he was, and
there was the decree; he had
been taken in France, and his
head was demanded.
"Take off his head!" cried
the audience. "An enemy to
the Republic!"
► In this illustration from
A Tale of Two Cities, Sidney
Carton goes to the guillotine
in Darnay's place.
Edmund Burke
Burke, a British politician, was one of
the earliest and most severe critics of
the French Revolution. In 1790, he
expressed this opinion.
[The French have rebelled] against a
mild and lawful monarch, with more
fury, outrage, and insult, than ever any
people has been known to rise against
the most illegal usurper, or the most
[bloodthirsty] tyrant. . . .
They have found their punishment
in their success. Laws overturned;
tribunals subverted; . . . the people
impoverished; a church pillaged, and
. . . civil and military anarchy made the
constitution of the kingdom. . . .
Were all these dreadful things
necessary?
Thomas Paine
In 1790, Paine — a strong supporter of
the American Revolution — defended
the French Revolution against Burke
and other critics.
It is no longer the paltry cause of kings
or of this or of that individual, that calls
France and her armies into action. It is
the great cause of all. It is the
establishment of a new era, that shall
blot despotism from the earth, and fix,
on the lasting principles of peace and
citizenship, the great Republic of Man.
The scene that now opens itself to
France extends far beyond the
boundaries of her own dominions.
Every nation is becoming her ally, and
every court has become her enemy. It
is now the cause of all nations, against
the cause of all courts.
Document-Based
QUESTIONS
1. In your own words, summarize
the attitude toward the French
Revolution expressed in each of
these excerpts.
2. Why might Edmund Burke
(Source B) be so against the
French Revolution?
3. In Source C, what is the
distinction Thomas Paine is
making between nations and
courts?
662 Chapter 23
Napoleon Forges an Empire
MAIN IDEA 1 WHY IT MATTERS NOW | TERMS & NAMES
POWER AND AUTHORITY In times of political turmoil,
Napoleon Bonaparte, a military military dictators often seize
genius, seized power in France control of nations,
and made himself emperor.
• Napoleon
Bonaparte
• coup d'etat
• plebiscite
• lycee
• concordat
• Napoleonic
Code
• Battle of
Trafalgar
SETTING THE STAGE Napoleon Bonaparte was quite a short man — just five
feet three inches tall. However, he cast a long shadow over the history of mod-
ern times. He would come to be recognized as one of the world’s greatest mil-
itary geniuses, along with Alexander the Great of Macedonia, Hannibal of
Carthage, and Julius Caesar of Rome. In only four years, from 1795 to 1799,
Napoleon rose from a relatively obscure position as an officer in the French
army to become master of France.
Napoleon Seizes Power
Napoleon Bonaparte was born in 1769 on the Mediterranean island of Corsica.
When he was nine years old, his parents sent him to a military school. In 1785,
at the age of 16, he finished school and became a lieutenant in the artillery. When
the Revolution broke out, Napoleon joined the army of the new government.
Hero of the Hour In October 1795, fate handed the young officer a chance for
glory. When royalist rebels marched on the National Convention, a government
official told Napoleon to defend the delegates. Napoleon and his gunners greeted
the thousands of royalists with a cannonade. Within minutes, the attackers fled
in panic and confusion. Napoleon Bonaparte became the hero of the hour and
was hailed throughout Paris as the savior of the French republic.
In 1796, the Directory appointed Napoleon to lead a French army against the
forces of Austria and the Kingdom of Sardinia. Crossing the Alps, the young
general swept into Italy and won a series of remarkable victories. Next, in an
attempt to protect French trade interests and to disrupt British trade with India,
Napoleon led an expedition to Egypt. But he was unable to repeat the successes
he had achieved in Europe. His army was pinned down in Egypt, and the British
admiral Horatio Nelson defeated his naval forces. However, Napoleon managed
to keep stories about his setbacks out of the newspapers and thereby remained a
great hero to the people of France.
Coup d'Etat By 1799, the Directory had lost control of the political situation
and the confidence of the French people. When Napoleon returned from Egypt,
his friends urged him to seize political power. Napoleon took action in early
November 1799. Troops under his command surrounded the national legislature
and drove out most of its members. The lawmakers who remained then voted to
TAKING NOTES
Following Chronological
Order On a time line, note
the events that led to
Napoleon's crowning as
emperor of France.
ms
1304
French Napoleon
Revolution crowned
breaks out. emperor.
The French Revolution and Napoleon 663
dissolve the Directory. In its place, they established a group
of three consuls, one of whom was Napoleon. Napoleon
quickly took the title of first consul and assumed the pow-
ers of a dictator. A sudden seizure of power like Napoleon’s
is known as a coup — from the French phrase coup d'etat
(koo day*TAH), or “blow to the state.” £>
At the time of Napoleon’s coup, France was still at war.
In 1799, Britain, Austria, and Russia joined forces with one
goal in mind, to drive Napoleon from power. Once again,
Napoleon rode from Paris at the head of his troops.
Eventually, as a result of war and diplomacy, all three
nations signed peace agreements with France. By 1802,
Europe was at peace for the first time in ten years. Napoleon
was free to focus his energies on restoring order in France.
Napoleon Rules France
At first, Napoleon pretended to be the constitutionally
chosen leader of a free republic. In 1800, a plebiscite
(PLEHB*ih*SYT), or vote of the people, was held to approve
a new constitution. Desperate for strong leadership, the
people voted overwhelmingly in favor of the constitution.
This gave all real power to Napoleon as first consul.
Restoring Order at Home Napoleon did not try to return the
nation to the days of Louis XVI. Rather, he kept many of the
changes that had come with the Revolution. In general, he
supported laws that would both strengthen the central govern-
ment and achieve some of the goals of the Revolution.
His first task was to get the economy on a solid footing.
Napoleon set up an efficient method of tax collection and
established a national banking system. In addition to ensur-
ing the government a steady supply of tax money, these
actions promoted sound financial management and better
control of the economy. Napoleon also took steps to end
corruption and inefficiency in government. He dismissed
corrupt officials and, in order to provide the government with trained officials, set
up ycees , or government-run public schools. These lycees were open to male stu-
dents of all backgrounds. Graduates were appointed to public office on the basis of
merit rather than family connections.
One area where Napoleon disregarded changes introduced by the Revolution
was religion. Both the clergy and many peasants wanted to restore the position of
the Church in France. Responding to their wishes, Napoleon signed a concordat
or agreement, with Pope Pius VII. This established a new relationship between
church and state. The government recognized the influence of the Church, but
rejected Church control in national affairs. The concordat gained Napoleon the
support of the organized Church as well as the majority of the French people.
Napoleon thought that his greatest work was his comprehensive system of laws,
known as the Napoleonic Code . This gave the country a uniform set of laws and
eliminated many injustices. However, it actually limited liberty and promoted order
and authority over individual rights. For example, freedom of speech and of the
press, established during the Revolution, were restricted under the code. The code
also restored slavery in the French colonies of the Caribbean.
History Makers
Napoleon Bonaparte
1769-1821
Because of his small stature and thick
Corsican accent, Napoleon was
mocked by his fellow students at
military school. Haughty and proud,
Napoleon refused to grace his
tormentors' behavior with any kind of
response. He simply ignored them,
preferring to lose himself in his
studies. He showed a particular
passion for three subjects— classical
history, geography, and mathematics.
In 1784, Napoleon was
recommended for a career in the
army and he transferred to the Ecole
Militaire (the French equivalent of
West Point) in Paris. There, he proved
to be a fairly poor soldier, except
when it came to artillery. His artillery
instructor quickly noticed Napoleon's
abilities: "He is most proud,
ambitious, aspiring to everything. This
young man merits our attention."
>
MAIN IDEA I
Analyzing Causes
A; How was
Napoleon able to
become a dictator?
664 Chapter 23
MAIN IDEA
Analyzing Motives
Why do you
think Napoleon
crowned himself
emperor?
Napoleon Crowned as Emperor In 1804, Napoleon decided to make himself
emperor, and the French voters supported him. On December 2, 1804, dressed in a
splendid robe of purple velvet, Napoleon walked down the long aisle of Notre
Dame Cathedral in Paris. The pope waited for him with a glittering crown. As thou-
sands watched, the new emperor took the crown from the pope and placed it on his
own head. With this gesture, Napoleon signaled that he was more powerful than the
Church, which had traditionally crowned the rulers of France.
MAIN IDEA
Recognizing
Effects
£/What effects
did Napoleon
intend the sale of
Louisiana to have
on France? on the
United States? on
Britain?
Napoleon Creates an Empire
Napoleon was not content simply to be master of France. He wanted to control the
rest of Europe and to reassert French power in the Americas. He envisioned his
western empire including Louisiana, Florida, French Guiana, and the French West
Indies. He knew that the key to this area was the sugar-producing colony of Saint
Domingue (now called Haiti) on the island of Hispaniola.
PRIMARY SOURCE
Soldiers! I am pleased with you. On the day of Austerlitz,
you justified everything that I was expecting of [you]. . . .
In less than four hours, an army of 100,000 men,
commanded by the emperors of Russia and Austria, was
cut up and dispersed. ... 120 pieces of artillery, 20 generals, and
more than 30,000 men taken prisoner-such are the results of this day
which will forever be famous. . . . And it will be enough for you to say,
"I was at Austerlitz," to hear the reply: "There is a brave man!"
NAPOLEON, quoted in Napoleon by Andre Castelot
Loss of American Territories In 1789, when the ideas of the Revolution reached
the planters in Saint Domingue, they demanded that the National Assembly give
them the same privileges as the people of France. Eventually, enslaved Africans in
the colony demanded their rights too — in other words, their freedom. A civil war
erupted, and enslaved Africans under the leadership of Toussaint L’Ouverture
seized control of the colony. In 1801, Napoleon decided to take back the colony
and restore its productive sugar industry. However, the French forces were devas-
tated by disease. And the rebels proved to be fierce fighters.
After the failure of the expedition to Saint Domingue, Napoleon decided to cut
his losses in the Americas. He offered to sell all of the Louisiana Territory to the
United States, and in 1803 President Jefferson’s administration agreed to purchase
the land for $15 million. Napoleon saw a twofold benefit to the sale. First, he
would gain money to finance operations in Europe. Second, he would punish the
British. “The sale assures forever the power of the United States,” he observed,
“and I have given England a rival who, sooner or later, will humble her pride.”
Conquering Europe Having abandoned his imperial ambitions
in the New World, Napoleon turned his attention to Europe. He
had already annexed the Austrian Netherlands and parts of Italy to
France and set up a puppet government in Switzerland. Now he
looked to expand his influence further. Fearful of his ambitions,
the British persuaded Russia, Austria, and Sweden to join them
against France.
Napoleon met this challenge with his usual boldness. In a
series of brilliant battles, he crushed the opposition. (See the
map on page 666.) The commanders of the enemy armies
could never predict his next move and often took heavy
losses. After the Battle of Austerlitz in 1805, Napoleon
issued a proclamation expressing his pride in his troops:
▼ This painting
by Jacques Louis
David shows
Napoleon in a
heroic pose.
□ French Empire
□ Controlled by Napoleon
At French victory
Xk French defeat
S British blockade
'
KINGDi
KINGDOM
K 0F
SWEDEN
Baltic
IpTssajs*
I Friedland (1807)
> sS '^
• Berlin GRAND DUCHY
iTION OF
Leipzig (1813) WARSAW
Jena (1806)
^ A usterlitz (1805)
Moscow
(1812)
Borodino
(1812)
UNITED KINGDOM
OF GREAT BRITAI
AND IRELAND
Brussels^
Amiens
A TLANTIC
OCEAN
Versailles*^
AUSTRIAN
EMPIRE
Wagram(1809) jfc
Aspern (1809)^
Vienna
iLVETIC
PUBLIC
Vitoria
(1813)
Black Sea
A* Talavera
Or (1809)
CORSl!
MONTENEGRO
ik Valencia
(1808)
^ O X
KINGDOM
OF
NAPLES
Trafalgar (1805)
_j 'Gibraltar
1,000 Kilometers
Austerlitz
NAPOLEON
(About 70,000 troops)
CZAR ALEXANDER I
(About 85,000 troops)
War in Europe, 1805-1813
INTERACTIVE
Battle of Trafalgar, Oct. 21, 1805
Battle of Austerlitz, Dec. 2, 1805
French forces
Allied Russian, Prussian,
and Austrian forces
French thrust
Allied
thrust
Pratzen
Plateau
A 2 IV
Miles
By drawing an Allied attack on his right flank, Napoleon was able to
split the Allied line at its center.
British fleet
I> French and
Spanish fleet
British thrust
By dividing Villeneuve's formation. Admiral
Nelson captured nearly two-thirds of the
enemy fleet.
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Region What was the extent of the lands under Napoleon's control?
2. Location Where was the Battle of Trafalgar fought? What tactic did
Nelson use in the battle, and why was it successful?
666 Chapter 23
MAIN IDEA
Drawing
Conclusions
V/ By 1805, how
successful had
Napoleon been in
his efforts to build
an empire?
In time, Napoleon’s battlefield successes forced the rulers of Austria, Prussia, and
Russia to sign peace treaties. These successes also enabled him to build the largest
European empire since that of the Romans. France’s only major enemy left unde-
feated was the great naval power, Britain.
The Battle of Trafalgar In his drive for a European empire, Napoleon lost only
one major battle, the Battle of Trafalgar (truh*FAL*guhr). This naval defeat, how-
ever, was more important than all of his victories on land. The battle took place in
1805 off the southwest coast of Spain. The British commander, Horatio Nelson,
was as brilliant in warfare at sea as Napoleon was in warfare on land. In a bold
maneuver, he split the larger French fleet, capturing many ships. (See the map inset
on the opposite page.)
The destruction of the French fleet had two major results. First, it ensured the
supremacy of the British navy for the next 100 years. Second, it forced Napoleon
to give up his plans of invading Britain. He had to look for another way to control
his powerful enemy across the English Channel. Eventually, Napoleon’s extrava-
gant efforts to crush Britain would lead to his own undoing.
The French Empire During the first decade of the 1800s, Napoleon’s victories
had given him mastery over most of Europe. By 1812, the only areas of Europe free
from Napoleon’s control were Britain, Portugal, Sweden, and the Ottoman Empire.
In addition to the lands of the French Empire, Napoleon also controlled numerous
supposedly independent countries. (See the map on the opposite page.) These
included Spain, the Grand Duchy of Warsaw, and a number of German kingdoms
in Central Europe. The rulers of these countries were Napoleon’s puppets; some, in
fact, were members of his family. Furthermore, the powerful countries of Russia,
Prussia, and Austria were loosely attached to Napoleon’s empire through alliances.
Although not totally under Napoleon’s control, they were easily manipulated by
threats of military action. D,
The French Empire was huge but unstable. Napoleon was able to maintain it at
its greatest extent for only five years — from 1807 to 1812. Then it quickly fell to
pieces. Its sudden collapse was caused in part by Napoleon’s actions.
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Napoleon Bonaparte • coup d'etat • plebiscite • lycee • concordat • Napoleonic Code • Battle of Trafalgar
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which of these events do you
3. How did Napoleon become a
6. FORMING OPINIONS In your opinion, was Napoleon the
think had the greatest impact
hero in France?
creator or the creation of his times?
on Napoleon's rise to power?
4. What did Napoleon consider
7. ANALYZING ISSUES Napoleon had to deal with forces
his greatest triumph in
both inside and outside the French Empire. In your
domestic policy?
judgment, which area was more important to control?
/709
1804
5. How was Napoleon able to
8. MAKING INFERENCES If you had been a member of the
1
\
1
control the countries
bourgeoisie, would you have been satisfied with the
French
Napoleon
neighboring the French
results of Napoleon's actions? Explain.
Revolution crowned
Empire?
9. WRITING ACTIVITY POWER AND AUTHORITY | Look at the
breaks out emperor.
painting on page 665. Write a paragraph discussing why
the painter portrayed Napoleon in this fashion.
CONNECT TO TODAY
CREATING A VENN DIAGRAM
Identify and conduct research on a present-day world leader who has used dictatorial powers
to rule his or her country. Use your findings to create a Venn diagram comparing this leader's
use of power to Napoleon's use of power.
The French Revolution and Napoleon 667
Napoleon's Empire Collapses
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
POWER AND AUTHORITY
In the 1990s, nationalistic
• blockade
• scorched-
Napoleon's conquests aroused
feelings contributed to the
• Continental
earth policy
nationalistic feelings across
breakup of nations such as
System
• Waterloo
Europe and contributed to his
Yugoslavia.
• guerrilla
• Hundred
downfall.
• Peninsular War
Days
SETTING THE STAGE Napoleon worried about what would happen to his vast
empire after his death. He feared it would fall apart unless he had an heir whose
right to succeed him was undisputed. His wife, Josephine, had failed to bear him
a child. He, therefore, divorced her and formed an alliance with the Austrian
royal family by marrying Marie Louise, the grandniece of Marie Antoinette. In
1811, Marie Louise gave birth to a son, Napoleon II, whom Napoleon named
king of Rome.
TAKING NOTES
Recognizing Effects
Use a chart to identify
Napoleon's three
mistakes and the
impact they had on
the French Empire.
Napoleons
Mistakes
Effect on
Empire
668 Chapter 23
Napoleon's Costly Mistakes
Napoleon’s own personality proved to be the greatest danger to the future of his
empire. His desire for power had raised him to great heights, and the same love
of power led him to his doom. In his efforts to extend the French Empire and
crush Great Britain, Napoleon made three disastrous mistakes.
The Continental System In November 1806, Napoleon set up a blockade — a
forcible closing of ports — to prevent all trade and communication between Great
Britain and other European nations. Napoleon called this policy the Continental
System because it was supposed to make continental Europe more self-suffi-
cient. Napoleon also intended it to destroy Great Britain’s
commercial and industrial economy.
Napoleon’s blockade, however, was not nearly tight
enough. Aided by the British, smugglers managed to bring
cargo from Britain into Europe. At times, Napoleon’s allies
also disregarded the blockade. Even members of Napoleon’s
family defied the policy, including his brother, Louis, whom
he had made king of Holland. While the blockade weakened
British trade, it did not destroy it. In addition, Britain
responded with its own blockade. And because the British
had a stronger navy, they were better able than the French to
make the blockade work.
To enforce the blockade, the British navy stopped neutral
ships bound for the continent and forced them to sail to a
British port to be searched and taxed. American ships were
among those stopped by the British navy. Angered, the U.S.
AStoppace^ridj^
▼ "Little Johnny
Bull"— Great
Britain— waves
a sword at
Napoleon as
the emperor
straddles the
globe.
*
fottthr GLOBE
MAIN IDEA
Recognizing
Effects
How could the
growing feelings of
nationalism in
European countries
hurt Napoleon?
Congress declared war on Britain in 1812. Even though the War of 1812 lasted two
years, it was only a minor inconvenience to Britain in its struggle with Napoleon.
The Peninsular War In 1808, Napoleon made a second costly mistake. In an
effort to get Portugal to accept the Continental System, he sent an invasion force
through Spain. The Spanish people protested this action. In response, Napoleon
removed the Spanish king and put his own brother, Joseph, on the throne. This out-
raged the Spanish people and inflamed their nationalistic feelings. The Spanish,
who were devoutly Catholic, also worried that Napoleon would attack the Church.
They had seen how the French Revolution had weakened the Catholic Church in
France, and they feared that the same thing would happen to the Church in Spain.
For six years, bands of Spanish peasant fighters, known as guerrillas , struck at
French armies in Spain. The guerrillas were not an army that Napoleon could
defeat in open battle. Rather, they worked in small groups that ambushed French
troops and then fled into hiding. The British added to the French troubles by send-
ing troops to aid the Spanish. Napoleon lost about 300,000 men during this
Peninsular War — so called because Spain lies on the Iberian Peninsula. These
losses weakened the French Empire.
In Spain and elsewhere, nationalism, or loyalty to one’s own country, was
becoming a powerful weapon against Napoleon. People who had at first welcomed
the French as their liberators now felt abused by a foreign conqueror. Fike the
Spanish guerrillas, Germans and Italians and other conquered peoples turned
against the French,
The Invasion of Russia Napoleon’s most disastrous mistake of all came in 1812.
Even though Alexander I had become Napoleon’s ally, the Russian czar refused to
stop selling grain to Britain. In addition, the French and Russian rulers suspected
each other of having competing designs on Poland. Because of this breakdown in
their alliance, Napoleon decided to invade Russia.
In June 1812, Napoleon and his Grand Army of more than 420,000 soldiers
marched into Russia. As Napoleon advanced, Alexander pulled back his troops,
refusing to be lured into an unequal battle. On this retreat, the Russians practiced
a scorched-earth policy . This involved burning grain fields and slaughtering live-
stock so as to leave nothing for the enemy to eat.
▼ Francisco
Goya's painting
The Third of May,
1808 shows a
French firing squad
executing Spanish
peasants sus-
pected of being
guerrillas.
Moscow
Borodino
Maloyaroslavets
Vyazma^
Polotsk
June 1812
Napoleon and his
troops march across
the Neman River
and into Russia.
Vitebsk
Glubokoye
Smolensk
Borisov,
kvinii
Sept. 7,1812 Napoleon's
army fights the Battle of
Borodino and suffers 30,000
casualties.
Napoleon sends
troops to Polotsk to
protect his left flank.
Reduced by desertion,
disease, starvation,
and capture, an army
of 175,000 arrives in
Smolensk. Another
30,000 die there.
Sept. 14, 1812 Napoleon enters
Moscow to find it in ashes,
torched by the czar. He waits,
hoping to induce the czar
to surrender.
Oct. 18, 1812 Frustrated and
starving, having waited too long
for the czar, the 100,000
survivors of the Grand Army
begin their hellish retreat
through the cruel Russia winter.
November 1812
The army returns to Smolensk
and finds famine. The remaining
24,000 march on, abandoning
their wounded.
Dec. 6, 1812
Troops march for
the Neman River.
Only 10,000 make
it out of Russia.
It! tit
GRAND
DUCHY
OF
WARSAW
100 Miles
The 30,000 in Polotsk
join the 20,000 survivors,
Thousands drown while
crossing the Berezina
River.
200 Kilometers
Advancing troops
Retreating troops
= 10,000 soldiers
= 10,000 lost troops
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Movement How long did it take the Grand Army to cover the distance between
the Russian border and Moscow?
2. Place Why was it a mistake for Napoleon to stay in Moscow until mid-October?
On September 7, 1812, the two armies finally clashed in the Battle of Borodino.
(See the map on this page.) After several hours of indecisive fighting, the Russians
fell back, allowing Napoleon to move on Moscow. When Napoleon entered Moscow
seven days later, the city was in flames. Rather than surrender Russia’s “holy city” to
the French, Alexander had destroyed it. Napoleon stayed in the ruined city until the
middle of October, when he decided to turn back toward France.
As the snows — and the temperature — began to fall in early November, Russian
raiders mercilessly attacked Napoleon’s ragged, retreating army. Many soldiers
were killed in these clashes or died of their wounds. Still more dropped in their
tracks from exhaustion, hunger, and cold. Finally, in the middle of December, the
last survivors straggled out of Russia. The retreat from Moscow had devastated the
Grand Army — only 10,000 soldiers were left to fight.
Napoleon's Downfall
Napoleon’s enemies were quick to take advantage of his weakness. Britain, Russia,
Prussia, and Sweden joined forces against him. Austria also declared war on
Napoleon, despite his marriage to Marie Louise. All of the main powers of Europe
were now at war with France.
Napoleon Suffers Defeat In only a few months, Napoleon managed to raise
another army. However, most of his troops were untrained and ill prepared for bat-
tle. He faced the allied armies of the European powers outside the German city of
Leipzig (LYP*sihg) in October 1813. The allied forces easily defeated his inexpe-
rienced army and French resistance crumbled quickly. By January of 1814, the
allied armies were pushing steadily toward Paris. Some two months later, King
670 Chapter 23
MAI N J PEA
Analyzing Motives
§>/ Why do you
think the French
people welcomed
back Napoleon so
eagerly?
Frederick William III of Prussia and Czar Alexander I of Russia led their
troops in a triumphant parade through the French capital.
Napoleon wanted to fight on, but his generals refused. In April 1814, he
accepted the terms of surrender and gave up his throne. The victors gave Napoleon
a small pension and exiled, or banished, him to Elba, a tiny island off the Italian
coast. The allies expected no further trouble from Napoleon, but they were wrong.
The Hundred Days Louis XVI’s brother assumed the throne as Louis XVIII. (The
executed king’s son, Louis XVII, had died in prison in 1795.) However, the new
king quickly became unpopular among his subjects, especially the peasants. They
suspected him of wanting to undo the Revolution’s land reforms.
The news of Louis’s troubles was all the incentive Napoleon needed to try to
regain power. He escaped from Elba and, on March 1, 1815, landed in France. Joyous
crowds welcomed him on the march to Paris. And thousands of volunteers swelled
the ranks of his army. Within days, Napoleon was again emperor of France. §,
In response, the European allies quickly marshaled their armies. The British
army, led by the Duke of Wellington, prepared for battle near the village of
Waterloo in Belgium. On June 18, 1815, Napoleon attacked. The British army
defended its ground all day. Late in the afternoon, the Prussian army arrived.
Together, the British and the Prussian forces attacked the French. Two days later,
Napoleon’s exhausted troops gave way, and the British and Prussian forces chased
them from the field.
This defeat ended Napoleon’s last bid for power, called the Hundred Days .
Taking no chances this time, the British shipped Napoleon to St. Helena, a remote
island in the South Atlantic. There, he lived in lonely exile for six years, writing his
memoirs. He died in 1821 of a stomach ailment, perhaps cancer.
Without doubt, Napoleon was a military genius and a brilliant administrator. Yet
all his victories and other achievements must be measured against the millions of
lives that were lost in his wars. The French writer Alexis de Tocqueville summed
up Napoleon’s character by saying, “He was as great as a man can be without
virtue.” Napoleon’s defeat opened the door for the freed European countries to
establish a new order.
▲ British soldiers
who fought at the
battle of Waterloo
received this medal.
j SECTION W I f ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• blockade • Continental System • guerrilla • Peninsular War • scorched-earth policy • Waterloo • Hundred Days
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which of Napoleon's mistakes
was the most serious? Why?
3. How did Great Britain combat
Napoleon's naval blockade?
6. ANALYZING MOTIVES Why did people in other European
countries resist Napoleon's efforts to build an empire?
A la.pole.ons
tAist&kes
Effect on
Empire
4. Why did Napoleon have
trouble fighting the enemy
forces in the Peninsular War?
5. Why was Napoleon's delay of
the retreat from Moscow such
a great blunder?
7. EVALUATING COURSES OF ACTION Napoleon had no
choice but to invade Russia. Do you agree with this
statement? Why or why not?
8. FORMING AND SUPPORTING OPINIONS Do you think that
Napoleon was a great leader? Explain.
9. WRITING ACTIVITY POWER AND AUTHORITY In the role of a
volunteer in Napoleon's army during the Hundred Days,
write a letter to a friend explaining why you are willing to
fight for the emperor.
CONNECT TO TODAY
CREATING A MAP
Conduct research on how nationalist feelings affect world affairs today. Create a map showing
the areas of the world where nationalist movements are active. Annotate the map with
explanations of the situation in each area.
The French Revolution and Napoleon 67 1
The Congress of Vienna
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
POWER AND AUTHORITY After
exiling Napoleon, European
leaders at the Congress of
Vienna tried to restore order
and reestablish peace.
International bodies such as the
United Nations play an active
role in trying to maintain world
peace and stability today.
• Congress of
Vienna
• Klemens von
Metternich
• balance of power
• legitimacy
• Holy Alliance
• Concert of
Europe
SETTING THE STAGE European heads of government were looking to
establish long-lasting peace and stability on the continent after the defeat of
Napoleon. They had a goal of the new European order — one of collective secu-
rity and stability for the entire continent. A series of meetings in Vienna, known
as the Congress of Vienna , were called to set up policies to achieve this goal.
Originally, the Congress of Vienna was scheduled to last for four weeks. Instead,
it went on for eight months.
TAKING NOTES
Recognizing Effects
Use a chart to show
how the three goals
of Metternich's plan at
the Congress of Vienna
solved a political
problem.
Metier nich's VI an
Vroblenn
Solution
Metternich's Plan for Europe
Most of the decisions made in Vienna during the winter of 1814-1815 were
made in secret among representatives of the five “great powers” — Russia,
Prussia, Austria, Great Britain, and France. By far the most influential of these
representatives was the foreign minister of Austria, Prince Klemens von
Metternich (MEHT-uhr-nihk).
Metternich distrusted the democratic ideals of the French Revolution. Like
most other European aristocrats, he felt that Napoleon’s behavior had been a nat-
ural outcome of experiments with democracy. Metternich wanted to keep things
as they were and remarked, “The first and greatest concern for the immense
majority of every nation is the stability of laws — never their change.” Metternich
had three goals at the Congress of Vienna. First, he wanted to prevent future
French aggression by surrounding France with strong countries. Second, he
wanted to restore a balance of power , so that no country would be a threat to
others. Third, he wanted to restore Europe’s royal families to the thrones they had
held before Napoleon’s conquests.
The Containment of France The Congress took the following steps to make
the weak countries around France stronger:
• The former Austrian Netherlands and Dutch Republic were united to form the
Kingdom of the Netherlands.
• A group of 39 German states were loosely joined as the newly created
German Confederation, dominated by Austria.
• Switzerland was recognized as an independent nation.
• The Kingdom of Sardinia in Italy was strengthened by the addition of
Genoa.
672 Chapter 23
MAIN IDEA
Drawing
Conclusions
A> In what ways
was the Congress
of Vienna a
success?
These changes enabled the countries of Europe to contain France and prevent it A Delegates at the
from overpowering weaker nations. (See the map on page 674.) Congress of Vienna
study a map of
Balance of Power Although the leaders of Europe wanted to weaken France, they Europe,
did not want to leave it powerless. If they severely punished France, they might
encourage the French to take revenge. If they broke up France, then another coun-
try might become so strong that it would threaten them all. Thus, the victorious
powers did not exact a great price from the defeated nation. As a result, France
remained a major but diminished European power. Also, no country in Europe
could easily overpower another.
Legitimacy The great powers affirmed the principle of le gitimacy — agreeing that
as many as possible of the rulers whom Napoleon had driven from their thrones be
restored to power. The ruling families of France, Spain, and several states in Italy
and Central Europe regained their thrones. The participants in the Congress of
Vienna believed that the return of the former monarchs would stabilize political
relations among the nations.
The Congress of Vienna was a political triumph in many ways. For the first time,
the nations of an entire continent had cooperated to control political affairs. The
settlements they agreed upon were fair enough that no country was left bearing a
grudge. Therefore, the Congress did not sow the seeds of future wars. In that sense,
it was more successful than many other peace meetings in history.
By agreeing to come to one another’s aid in case of threats to peace, the
European nations had temporarily ensured that there would be a balance of power
on the continent. The Congress of Vienna, then, created a time of peace in Europe.
It was a lasting peace. None of the five great powers waged war on one another for
nearly 40 years, when Britain and France fought Russia in the Crimean War. A,
Political Changes Beyond Vienna
The Congress of Vienna was a victory for conservatives. Kings and princes
resumed power in country after country, in keeping with Metternich’s goals.
Nevertheless, there were important differences from one country to another.
Britain and France now had constitutional monarchies. Generally speaking, how-
ever, the governments in Eastern and Central Europe were more conservative. The
rulers of Russia, Prussia, and Austria were absolute monarchs.
The French Revolution and Napoleon 673
I □ □ I 0
KINGDOM
E OF
<=> KINGDOM OF
DENMARK
AND NORWAY
||M North '
Sea 'JP*
UNITED
OF GRE/
us 5 '
GRAND
DUCHY OF
WARSAW
RUSSIAN
EMPIRE
iONFEDERATION
OF
THE
RHINE
■ Amiens
Paris
ATLANTIC
OCEAN
FRENCH
EMPIRE SWITZ.
Vienna*
ILLYRIAN
PROVINCES
CORSICA^
Rome
SARDINIA Na P le:
Mediterranean Sea
OTTOMAN
EMPIRE
~ ^Gibraltar"
800 Kilometers
KINGDOM OF
NORWAY AND
SWEDEN
UNITED KINGDOM
OF GREAT BRITAIN
AND IRELAND
[ETHERLANDS -
RUSSIAN
EMPIRE
ATLANTIC
kXONY
Versailles*
OCEAN
SWITZ.
Milan.
- MODENA
A
SARDINIA \ W , 1
\ Rome .Naples
KINGDOM?
Mediterranean Sea OFTHE
TWO SICILIES
~LUCCA
TUSC/
800 Kilometers
Europe, 1810
INTERACTIVE
Europe, 1817
INTERACTIVE
French Empire
Countries controlled by Napoleon
Countries allied with Napoleon
Countries at war with Napoleon
Neutral countries
—
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1. Region What parts of Napoleon's French Empire did France lose as a result of the
Congress of Vienna ?
2. Region In what sense did the territorial changes of 1815 reflect a restoration of order
and balance?
H Small German states
Boundary of the
German Confederation
Conservative Europe The rulers of Europe were very nervous about the legacy of
the French Revolution. They worried that the ideals of liberty, equality, and frater-
nity might encourage revolutions elsewhere. Late in 1815, Czar Alexander I,
Emperor Francis I of Austria, and King Frederick William III of Prussia signed an
agreement called the Holy Alliance . In it, they pledged to base their relations with
other nations on Christian principles in order to combat the forces of revolution.
Finally, a series of alliances devised by Metternich, called the Concert of Europe ,
ensured that nations would help one another if any revolutions broke out.
Across Europe, conservatives held firm control of the governments, but they
could not contain the ideas that had emerged during the French Revolution. France
after 1815 was deeply divided politically. Conservatives were happy with the
monarchy of Louis XVIII and were determined to make it last. Liberals, however,
wanted the king to share more power with the legislature. And many people in the
lower classes remained committed to the ideals of liberty, equality, and fraternity.
Similarly, in other countries there was an explosive mixture of ideas and factions
that would contribute directly to revolutions in 1830 and 1848. B
Despite their efforts to undo the French Revolution, the leaders at the Congress of
Vienna could not turn back the clock. The Revolution had given Europe its first
experiment in democratic government. Although the experiment had failed, it had set
new political ideas in motion. The major political upheavals of the early 1800s had
their roots in the French Revolution.
MAIN IDEA
Making
Inferences
8 / What seeds of
democracy had
been sown by the
French Revolution?
Revolution in Latin America The actions of the Congress of Vienna had conse-
quences far beyond events in Europe. When Napoleon deposed the king of Spain
during the Peninsular War, liberal Creoles (colonists born in Spanish America)
674 Chapter 23
MAIN IDEA
Recognizing
Effects
L How did the
French Revolution
affect not only
Europe but also
other areas of the
world?
seized control of many colonies in the Americas. When the
Congress of Vienna restored the king to the Spanish throne,
royalist peninsulares (colonists born in Spain) tried to
regain control of these colonial governments. The Creoles,
however, attempted to retain and expand their power. In
response, the Spanish king took steps to tighten control over
the American colonies.
This action angered the Mexicans, who rose in revolt and
successfully threw off Spain’s control. Other Spanish colonies
in Latin America also claimed independence. At about the
same time, Brazil declared independence from Portugal. (See
Chapter 24.)
Long-Term Legacy The Congress of Vienna left a legacy
that would influence world politics for the next 100 years.
The continent-wide efforts to establish and maintain a bal-
ance of power diminished the size and the power of France.
At the same time, the power of Britain and Prussia increased.
Nationalism began to spread in Italy, Germany, Greece,
and to other areas that the Congress had put under foreign
control. Eventually, the nationalistic feelings would explode
into revolutions, and new nations would be formed.
European colonies also responded to the power shift.
Spanish colonies took advantage of the events in Europe to
declare their independence and break away from Spain.
At the same time, ideas about the basis of power and
authority had changed permanently as a result of the French
Revolution. More and more, people saw democracy as the best way to ensure
equality and justice for all. The French Revolution, then, changed the social atti-
tudes and assumptions that had dominated Europe for centuries. A new era
had begun. C
Connect ^Today
Congress of Vienna and the
United Nations
The Congress of Vienna and the
Concert of Europe tried to keep the
world safe from war. The modern
equivalent of these agreements is the
United Nations (UN), an international
organization established in 1945 and
continuing today, whose purpose is
to promote world peace.
Like the Congress of Vienna, the
United Nations was formed by major
powers after a war— World War II.
These powers agreed to cooperate to
reduce tensions and bring greater
harmony to international relations.
Throughout its history, the United
Nations has used diplomacy as its
chief method of keeping the peace.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY Create a graphic
organizer to show the major agencies
and functions of the United Nations. Go
to classzone.com for your research.
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Congress of Vienna • Klemens von Metternich • balance of power • legitimacy • Holy Alliance • Concert of Europe
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. What was the overall effect of
Metternich's plan on France?
3. What were the three points of
Metternich's plan for Europe?
6. DRAWING CONCLUSIONS From France's point of view, do
you think the Congress of Vienna's decisions were fair?
tAM&r nich's Plan
VrobUm
Solution
Why was the Congress of
Vienna considered a success?
What was the long-term legacy
of the Congress of Vienna?
7. ANALYZING ISSUES Why did liberals and conservatives
differ over who should have power?
8. MAKING INFERENCES What do you think is meant by the
statement that the French Revolution let the "genie out of
the bottle"?
9. WRITING ACTIVITY POWER AND AUTHORITY In the role of a
newspaper editor in the early 1800s, write an editorial-
pro or con— on the Congress of Vienna and its impact on
politics in Europe.
CONNECT TO TODAY
CREATING A SCRAPBOOK
Work in pairs to locate recent articles in newspapers and magazines on the peacekeeping
efforts of the UN. Photocopy or clip the articles and use them to create a scrapbook titled
"The UN as Peacekeeper."
The French Revolution and Napoleon 675
■„ P* 1 <•* ■ ■*■ - y *r • .
Chapter Assessment
VISUAL SUMMARY
The French Revolution
and Napoleon
Long-Term Causes
• Social and economic injustices of the
Old Regime
• Enlightenment ideas— liberty and equality
• Example furnished by the American
Revolution
Immediate Causes
• Economic crisis— famine and government debt
• Weak leadership
• Discontent of the Third Estate
Revolution
Fall of the Bastille
National Assembly
Declaration of the
Rights of Man and
of the Citizen and
a new constitution
Immediate Effects
• End of the Old Regime
• Execution of monarch
• War with other European nations
• Reign of Terror
• Rise of Napoleon
Long-Term Effects
• Conservative reaction
• Decline in French power
• Spread of Enlightenment ideas
• Growth of nationalism
• Revolutions in Latin America
TERMS & NAMES
For each term or name below, briefly explain its connection to the French
Revolution or the rise and fall of Napoleon.
1. estate 5. coup d'etat
2 . Great Fear 6 . Napoleonic Code
3. guillotine 7. Waterloo
4. Maximilien Robespierre 8. Congress of Vienna
MAIN IDEAS
The French Revolution Begins Section l (pages 651-655)
9. Why were the members of the Third Estate dissatisfied with their way
of life under the Old Regime?
10. Why was the fall of the Bastille important to the French people?
Revolution Brings Reform and Terror Section 2 (pages 656-662)
11. What political reforms resulted from the French Revolution?
12. What was the Reign of Terror, and how did it end?
Napoleon Forges an Empire Section 3 (pages 663-667)
13. What reforms did Napoleon introduce?
14. What steps did Napoleon take to create an empire in Europe?
Napoleon's Empire Collapses Section 4 (pages 668-671)
15. What factors led to Napoleon's defeat in Russia?
16. Why were the European allies able to defeat Napoleon in 1814 and
again in 1815?
The Congress of Vienna Section 5 (pages 672-675)
17. What were Metternich's three goals at the Congress of Vienna?
18. Flow did the Congress of Vienna ensure peace in Europe?
CRITICAL THINKING
1. USING YOUR
NOTES
Copy the chart of
dates and events in
Napoleon's career
into your notebook.
For each event, draw
an arrow up or
down to show
whether Napoleon gained or lost power because of the event.
2. COMPARING AND CONTRASTING
l ECONOIVllCSl Flow were the economic conditions in France and the
American colonies before their revolutions similar? Flow were they different?
3. ANALYZING ISSUES
| REVOLUTION! There is a saying: "Revolutions devour their own children."
What evidence from this chapter supports that statement?
4. RECOGNIZING EFFECTS
[ POWER AND AUTHORITY] Flow did the Congress of Vienna affect power and
authority in European countries after Napoleon's defeat? Consider who
held power in the countries and the power of the countries themselves.
/
^
// / / / / / / # /
□□□□□□□□□
1795 1799 1804 1805 1805 1810 1812 1814 1815
676 Chapter 23
> STAND ARDS- BASED ASSESSMENT
Use the excerpt— from the South American liberator Simon
Bolivar, whose country considered giving refuge to
Napoleon after Waterloo— and your knowledge of world
history to answer questions 1 and 2.
Additional Test Practice, pp. S1-S33
PRIMARY SOURCE
If South America is struck by the thunderbolt of
Bonaparte's arrival, misfortune will ever be ours if our
country accords him a friendly reception. His thirst for
conquest is insatiable [cannot be satisfied]; he has mowed
down the flower of European youth ... in order to carry
out his ambitious projects. The same designs will bring
him to the New World.
SIMON BOLIVAR
1. In Bolivar's opinion, if his country gave Napoleon a friendly
reception it would
A. be beset by misfortune.
B. become a great power in South America.
C. become a part of the French Empire.
D. be attacked by the United States.
2 . Which of the following gives Bolivar's view of Napoleon?
A. His desire for power cannot be satisfied.
B. He is not ambitious.
C. He cares for the lives of others.
D. He does not want to come to the New World.
Use the map, which shows Great Britain and the French
Empire in 1810, and your knowledge of world history to
answer question 3.
North
Sea ,
GREAT
BRITAIN
Brussel
English Channv
Versailles*
FRENCH
EMPIRE
200 Kilometers
Mediterranean Sea
Great Britain and France, 181
ATLANTIC
OCEAN
3. What geographical barrier helped to protect Britain
from an invasion by Napoleon?
A. Mediterranean Sea C. Alps
B. English Channel D. Pyrenees
INTEGRATED TECHNOLOGY
TEST PRACTICE Go to classzone.com
• Diagnostic tests • Strategies
• Tutorials • Additional practice
ALTERNATIVE ASSESSMENT
1. Interact with History
On page 650, you considered how to bring about change in
the French government in the late 1700s. Now that you have
read the chapter, reevaluate your thoughts on how to change
an unjust government. Was violent revolution justified? effective?
Would you have advised different actions? Discuss your
opinions with a small group.
2. f > v\ WRITING ABOUT HISTORY
Imagine that you lived in Paris throughout the French
Revolution. Write journal entries on several of the major
events of the Revolution. Include the following events:
• the storming of the Bastille
• the women's march on Versailles
• the trial of Louis XVI
• the Reign of Terror
• the rise of Napoleon
INTEGRATED TECHNOLOGY
NetExplorations The French Revolution
Go to NetExplorations at classzone.com to learn more about
the French Revolution. Then plan a virtual field trip to sites in
France related to the revolution. Be sure to include sites
outside Paris. Begin your research by exploring the Web sites
recommended at NetExplorations. Include the following in
your field trip plan:
• a one-paragraph description of each site and the events that
happened there
• specific buildings, statues, or other items to view at each site
• documents and other readings to help visitors prepare for
each stop on the field trip
• topics to discuss at each site
• a list of Web sites used to create your virtual field trip
The French Revolution and Napoleon 677
CHAPTER
Nationalist Revolutions
Sweep the West,
1789-1900
Previewing Main Ideas
| REVOLUTION | Inspired by Enlightenment ideas, the people of Latin America
rebelled against European rule in the early 19th century. Rebels in Europe
responded to nationalistic calls for independence.
Geography Study the time line. Whot were the first two countries in Latin
America and the Caribbean to work toward independence?
1 POWER AND AUTHORUYl Challenges by nationalist groups created unrest
in Europe. Strong leaders united Italian lands and German-speaking lands.
Geography Based on the map , in which area of Europe did the greatest
number of revolts occur?
CULTURAL INTERACTION
Artists and intellectuals created new schools of
thought. Romanticism and realism changed the way the world was viewed.
Geography Which event shown on the time line involves a realistic way to
view the world?
INTEGRATED TECHNOLOGY
feEdition
• Interactive Maps
• Interactive Visuals
• Interactive Primary Sources
VIDEO Patterns of Interaction:
Revolutions in Latin America
and South Africa
Ct INTERNET RESOURCES
Go to classzone.com for:
1 Research Links
1 Internet Activities
1 Primary Sources
Chapter Quiz
1 Maps
1 Test Practice
1 Current Events
LATIN AMERICA
AND EUROPE
1804
Haiti wins
freedom from
France.
1810 fi
Padre Hidalgo pit
calls for Mexican * j|
independence. ► ■
1837
Louis Daguerre
perfects a method
for photography.
WORLD
1804
Napoleon
crowned
Emperor ►
1815
Napoleon defeated
and exiled,
678
mmm Boundary of German Confederation
1~] Small German states
41 Revolution in 1848-43
NORWAY
SWEDEN
400 Kilometers
POLAND
M Stuttgart
'AUSTRIAN
EMPIRE
SWITZ
ITALY *
OTTOMAN
EMPIRE
Naples
KINGDOM OF
THE TWO SICILIES
1863
1869
1884-1885
A
4 Lincoln's Emancipation
Suez Canal
Berlin Conference
■
Proclamation frees enslaved
completed.
divides Africa among
persons in Confederate states.
European nations.
1848
1861 1870
Revolts
Russia Italy
shake Europe.
frees serfs. unites.
679
EXAMINING the ISSUES
• What values and goals of your new country do you want
to show?
• Will your symbols represent your country's past or future?
As a class, discuss these questions. During the discussion, think of
the role played by symbols in expressing a country’s view of itself
and the world. As you read about the rise of new nations in Latin
America and Europe, think of how artists encourage national pride.
Austria
The eagle was the symbol of the old Austrian Empire.
The shield goes back to medieval times. The hammer
and sickle symbolize agriculture and industry. The
broken chains celebrate Austria's liberation from
Germany at the end of World War II.
United States
The 13 original colonies are symbolized in the stars, stripes,
leaves, and arrows. The Latin phrase E pluribus unum
means "Out of many, one," expressing unity of the states.
The American bald eagle holds an olive branch and arrows
to symbolize a desire for peace but a readiness for war.
680 Chapter 24
What symbolizes your
country’s values?
You are an artist in a nation that has just freed itself from foreign rule. The new
government is asking you to design a symbol that will show what your country
stands for. It’s up to you to design the symbol that best suits the spirit and values of
your people. Look at the symbols below. Will your symbol be peaceful or warlike,
dignified or joyful? Or will it be a combination of these and other qualities?
Botswana
Industry and livestock are connected by water,
the key to the country's prosperity. Pula in the
Setswana language means "rain." But to a
Setswana speaker, it is also a common greeting
meaning luck, life, and prosperity.
Interact
with
History
Latin American Peoples
Win Independence
WHY IT MATTERS NOW
TERMS & NAMES
MAIN IDEA
REVOLUTION Spurred by
discontent and Enlightenment
ideas, peoples in Latin America
fought colonial rule.
Sixteen of today's Latin
American nations gained their
independence at this time.
• peninsulare • Jose de San Martin
• creole • Miguel Hidalgo
• mulatto • Jose Marfa Morelos
• Simon Bolivar
SETTING THE STAGE The successful American Revolution, the French
Revolution, and the Enlightenment changed ideas about who should control
government. Ideas of liberty, equality, and democratic rule found their way
across the seas to European colonies. In Latin America, most of the population
resented the domination of European colonial powers. The time seemed right for
the people who lived there to sweep away old colonial masters and gain control
of the land.
In Latin American colonial society, class dictated people’s place in society
and jobs. At the top of Spanish- American society were the peninsulares
(peh*neen*soo*LAH*rehs), people who had been born in Spain, which is on the
Iberian peninsula. They formed a tiny percentage of the population. Only penin-
sulares could hold high office in Spanish colonial government. Creoles .
Spaniards born in Latin America, were below the peninsulares in rank. Creoles
could not hold high-level political office, but they could rise as officers in
Mestizos (7.3%)
1,034,000
nr “ : ~ ins (6.4%)
00
Mulattos (7.6%)
1,072,000
rPeninsulares and
{ renmsumres an
Creoles (22.9%)
3,223,000
EUROPEANS
Total 14,091,000
Indians (55.8%)
7,860,000
Source: Colonial Spanish America ,
by Leslie Bethell
SKILLBUILDER: Interpreting Graphs
1 . Clarifying Which two groups made up the vast majority of the population in Spanish
America?
2. Making Inferences Of the Europeans , which group — peninsulares or creoles-probably
made up a larger percentage?
TAKING NOTES
Clarifying Identify details
about Latin American
independence movements.
VJho
VJhe,re,
VJhen
Why
Nationalist Revolutions Sweep the West 681
Spanish colonial armies. Together these two groups controlled land, wealth, and
power in the Spanish colonies.
Below the peninsulares and creoles came the mestizos, persons of mixed
European and Indian ancestry. Next were the mulattos , persons of mixed
European and African ancestry, and enslaved Africans. Indians were at the bottom
of the social ladder.
Revolutions in the Americas
By the late 1700s, colonists in Latin America, already aware of Enlightenment
ideas, were electrified by the news of the American and French Revolutions. The
success of the American Revolution encouraged them to try to gain freedom from
their European masters.
▼ Toussaint
L'Ouverture led
enslaved Africans in
a revolt against the
French that ended
slavery and resulted
in the new nation
of Haiti.
Revolution in Haiti The French colony called Saint Domingue was the first Latin
American territory to free itself from European rule. The colony, now known as
Haiti, occupied the western third of the island of Hispaniola in the Caribbean Sea.
Nearly 500,000 enslaved Africans worked on French plantations, and they out-
numbered their masters dramatically. White masters used brutal methods to terror-
ize them and keep them powerless.
While the French Revolution was taking place, oppressed people in the French
colony of Haiti rose up against their French masters. In August 1791, 100,000
enslaved Africans rose in revolt. A leader soon emerged, Toussaint L’Ouverture
(too*SAN loo*vair*TOOR). Formerly enslaved, Toussaint was unfamiliar with mili-
tary and diplomatic matters. Even so, he rose to become a skilled general and
diplomat. By 1801, Toussaint had taken control of the entire island and freed all the
enslaved Africans.
In January 1802, 30,000 French troops landed in Saint Domingue to
remove Toussaint from power. In May, Toussaint agreed to halt the revolu-
tion if the French would end slavery. Despite the agreement, the French soon
accused him of planning another uprising. They seized him and sent him to
a prison in the French Alps, where he died in April 1803.
Haiti's Independence Toussaint’s lieutenant, Jean-Jacques Dessalines
(zhahn*ZHAHK daysah-LEEN), took up the fight for freedom. On January
1, 1804, General Dessalines declared the colony an independent country. It
was the first black colony to free itself from European control. Dessalines
called the country Haiti, which in the language of the Arawak natives meant
“mountainous land.”
Creoles Lead Independence
Even though they could not hold high public office, creoles were the least
oppressed of those born in Latin America. They were also the best educated.
In fact, many wealthy young creoles traveled to Europe for their education.
In Europe, they read about and adopted Enlightenment ideas. When they
returned to Latin America, they brought ideas of revolution with them.
Napoleon’s conquest of Spain in 1808 triggered revolts in the Spanish
colonies. Removing Spain’s King Ferdinand VII, Napoleon made his brother
Joseph king of Spain. Many creoles might have supported a Spanish king.
However, they felt no loyalty to a king imposed by the French. Creoles, recall-
ing Locke’s idea of the consent of the governed, argued that when the real king
was removed, power shifted to the people. In 1810, rebellion broke out in sev-
eral parts of Latin America. The drive toward independence had begun. A,
MAIM IDEA
Recognizing
Effects
& How did the
French Revolution
affect the colonists
in the Americas?
682 Chapter 24
History Makers
Simon Bolivar
1783-1830
Called Libertador (Liberator),
Bolivar was a brilliant general, a
visionary, a writer, and a fighter.
He is called the "George
Washington of South America"
Bolivar planned to unite the
Spanish colonies of South
America into a single country
called Gran Colombia. The area
of upper Peru was renamed
Bolivia in his honor.
Jose de San Martin
1778-1850
Unlike the dashing Bolivar, San
Martin was a modest man.
Though born in Argentina, he
spent much of his youth in
Spain as a career military
officer. He fought with Spanish
forces against Napoleon. He
returned to Latin America to
be a part of its liberation from
Spain. Fighting for 10 years,
he became the liberator of
Argentina, Chile, and Peru.
Discouraged by political
disputes that tore the new Latin
American nations apart, he is
reported to have said, "America
is ungovernable. Those who
have served the revolution have
ploughed the sea."
Discouraged by political
infighting, San Martin sailed
for Europe. He died, almost
forgotten, on French soil
in 1850.
The South American wars of independence rested on the achievements of two
brilliant creole generals. One was Simon Bolivar (see*MAWN boh*LEE*vahr), a
wealthy Venezuelan creole. The other great liberator was Jose de San Martin
(hoh*SAY day san mahr*TEEN), an Argentinian.
Bolivar's Route to Victory Simon Bolivar’s native Venezuela declared its inde-
pendence from Spain in 1811. But the struggle for independence had only begun.
Bolivar’s volunteer army of revolutionaries suffered numerous defeats. Twice
Bolivar had to go into exile. A turning point came in August 1819. Bolivar led over
2,000 soldiers on a daring march through the Andes into what is now Colombia.
(See the 1830 map on page 685.) Coming from this direction, he took the Spanish
army in Bogota completely by surprise and won a decisive victory.
By 1821, Bolivar had won Venezuela’s independence. He then marched south into
Ecuador. In Ecuador, Bolivar finally met Jose de San Martin. Together they would
decide the future of the Latin American revolutionary movement.
San Martin Leads Southern Liberation Forces San Martin’s Argentina had
declared its independence in 1816. However, Spanish forces in nearby Chile and
Peru still posed a threat. In 1817, San Martin led an army on a grueling march
across the Andes to Chile. He was joined there by forces led by Bernardo
O’Higgins, son of a former viceroy of Peru. With O’Higgins’s help, San Martin
finally freed Chile.
In 1821, San Martin planned to drive the remaining Spanish forces out of Lima,
Peru. But to do so, he needed a much larger force. San Martin and Bolivar dis-
cussed this problem when they met at Guayaquil, Ecuador, in 1822.
No one knows how the two men reached an agreement. But San Martin left his
army for Bolivar to command. With unified revolutionary forces, Bolivar’s army
went on to defeat the Spanish at the Battle of Ayacucho (Peru) on December 9,
1824. In this last major battle of the war for independence, the Spanish colonies in
Latin America won their freedom. The future countries of Venezuela, Colombia,
Panama, and Ecuador were united into a country called Gran Colombia.
Nationalist Revolutions Sweep the West 683
Global --Impact?* Struggling Toward Democracy
Struggling Toward
Democracy
Revolutions are as much a matter of ideas as they are of weapons. Simon
Bolivar, the hero of Latin American independence, was both a thinker and
a fighter. By 1800, Enlightenment ideas spread widely across the Latin
American colonies. Bolivar combined Enlightenment political ideas,
ideas from Greece and Rome, and his own original thinking. The result
was a system of democratic ideas that would help spark revolutions
throughout Latin America.
EUROPE
ATLANTIC
OCEAN
ishington
NORTH
AMERICA
AFRICA
PACIFIC
OCEAN
SOUTH
AMERICA
Santiago
intevideo
H INTERACTIVE
@ Bolivar's 1 807 return from Europe by way of the United States allowed him
to study the American system of government.
@ In 1810, Bolivar went to London to seek support for the revolution in Latin
America. At the same time, he studied British institutions of government.
Enlightenment Ideas Spread
to Latin America, 1789-1810
After winning South American
independence, Simon Bolivar realized his
dream of Gran Colombia, a sort of United
States of South America.
Patterns of Interaction
Struggling Toward Democracy:
Revolutions in Latin America and
South Africa
The Latin American independence movement is
one example of how the Enlightenment spread
democratic ideals throughout the world. Democratic
ideals continue to inspire people to struggle for
political independence and to overthrow oppressive
governments.
Connect to Today
1. Making Inferences How are
Enlightenment thought and the
successes of the American and
French Revolutions reflected in
Bolivar's thinking?
See Skillbuilder Handbook, page RIO.
2. Comparing What recent events in
today's world are similar to Simon
Bolivar's movement for Latin
American independence?
684 Chapter 24
Mexico Ends Spanish Rule
In most Latin American countries, creoles led the revolutionary movements. But in
Mexico, ethnic and racial groups mixed more freely. There, Indians and mestizos
played the leading role.
A Cry for Freedom In 1810, Padre Mi guel Hidalg o (mee*GEHL ee*THAHL*goh),
a priest in the small village of Dolores, took the first step toward independence.
Hidalgo was a poor but well-educated man. He firmly believed in Enlightenment
ideals. On September 16, 1810, he rang the bells of his village church. When the
peasants gathered in the church, he issued a call for rebellion against the Spanish.
Today, that call is known as the grito de Dolores (the cry of Dolores).
The very next day, Hidalgo’s Indian and mestizo followers began a march toward
Mexico City. This unruly army soon numbered 80,000 men. The uprising of
the lower classes alarmed the Spanish army and creoles, who feared the loss of their
property, control of the land, and their lives. The army defeated Hidalgo in 181 1. The
rebels then rallied around another strong leader, Padre Jose Maria Morelos
(moh # RAY*lohs). Morelos led the revolution for four years. However, in 1815, a cre-
ole officer, Agustin de Iturbide (ah*goos*TEEN day ee*toor*BEE*day), defeated him.
Mexico's Independence Events in Mexico took yet another turn in 1820 when a
revolution in Spain put a liberal group in power there. Mexico’s creoles feared the
loss of their privileges in the Spanish-controlled colony. So they united in support
of Mexico’s independence from Spain. Ironically, Agustin de Iturbide — the man
who had defeated the rebel Padre Morelos — proclaimed independence in 1821.
Latin America, 1 800
A
INTERACTIVE
Tropic of Cancer
UNITED
VICEROYALTY OF STATES
NEW SPAIN | X
vh
Gu lf of ■
T
ATLANTIC
OCEAN
Mex
BR. HONDURAS
SAINT-
DOMINGUE SANTO
DOMINGO
lores. — l ,
City i JAMAICA
PACIFIC
OCEAN
CAPTAINCY-GENERAL
OF VENEZUELA
Sea '•/
» Car**" j
Caracas* / _
ICEROYALTY OF Bogota ^
NEW GRANADAN *
DUTCH GUIANA
FRENCH
GUIANA
■ British colonies
B Dutch colonies
B French colonies
□ Portuguese colonies
m Spanish colonies
Tropic of Capricorn
* .Quito
Guayaquil*
Lima
VICEROYALTY
OF PERU
VICEROYALTY
OF
BRAZIL
*Rio de
Janeiro
40°S
A
. .Montevideo
Santiago Buenos
(Vires
2,000 Miles
4,000 Kilometers
VICEROYALTY OF
) DE LA PLATA
Latin America, 1830
INTERACTIVE
40°N
Tropic of Cancer
PACIFIC
MEXICO
ATLANTIC
OCEAN
Mexico City
BR. HONDURAS
) CUBA(Sp-) SANTO
I 1 r
?
nr FAN UNITED PROVINCES OF
iv CENTRAL AMERICA
- 0° Equator
» ‘ '—PUERTO
JAMAICA (Br.) RICO (Sp.)
Boyao^V V.T
GRAN COLOMBIA — ^ ^ f
“ a *
Independent countries
mm San Martin
Bolivar
Major battle
Pichincha B °9° ta
- (1822 ) * * Quito
f PERU
Ayacucho-^r™
(1824)
BRITISH
GUIANA
DUTCH
GUIANA
FRENCH
GUIANA
/
40°S -
A
BOLIVIA
Tropic of Capricorn
CHILE
Chacabuco
(1817)
Santiago
Maipu
(1818)
_ ■
Buenos
Aires
Rio de
Janeiro.
PARAGUAY
URUGUAY
2,000 Miles
4,000 Kilometers
UNITED
PROVINCES
OF LA PLATA
FALKLAND
ISLANDS
(Br.)
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1. Region What two European countries held the largest colonial empires in Latin America in 1800?
2. Region Comparing the two maps, which independent countries had emerged by 1830 from
Spanish territory in the Americas?
685
Before the Mexican revolution, Central America was part of the viceroyalty of
New Spain. It had been governed by the Spanish from the seat of colonial govern-
ment in Mexico. In 1821, several Central American states declared their indepen-
dence from Spain — and from Mexico as well. However, Iturbide (who had declared
himself emperor), refused to recognize the declarations of independence. Iturbide
was finally overthrown in 1823. Central America then declared its absolute inde-
pendence from Mexico. It took the name the United Provinces of Central America.
The future countries of Nicaragua, Guatemala, Honduras, El Salvador, and Costa
Rica would develop in this region.
Brazil's Royal Liberator
Brazil’s quest for independence was unique in this period of Latin American his-
tory because it occurred without violent upheavals or widespread bloodshed. In
fact, a member of the Portuguese royal family actually played a key role in freeing
Brazil from Portugal.
In 1807, Napoleon’s armies invaded both Spain and Portugal. Napoleon’s aim
was to close the ports of these countries to British shipping. As French troops
approached Lisbon, the Portuguese capital, Prince John (later King John VI) and the
royal family boarded ships to escape capture. They took their court and royal
treasury to Portugal’s largest colony, Brazil. Rio de Janiero became the capital of the
Portuguese empire. For 14 years, the Portuguese ran their empire from Brazil. After
Napoleon’s defeat in 1815, King John and the Portuguese government returned to
Portugal six years later. Dom Pedro, King John’s son, stayed behind in Brazil.
King John planned to make Brazil a colony again. However, many Brazilians
could not accept a return to colonial status. In 1822, creoles demanded Brazil’s inde-
pendence from Portugal. Eight thousand Brazilians signed a petition asking Dom
Pedro to rule. He agreed. On September 7, 1822, he officially declared Brazil’s inde-
pendence. Brazil had won its independence in a bloodless revolution. B,
Meanwhile, the ideas of the French Revolution and the aftermath of the Napoleonic
Wars were causing upheaval in Europe, as you will learn in Section 2.
MAIN IDEA
Making
Inferences
fi/ In what way did
the presence of the
royal family in
Brazil help
Portugal's largest
colony?
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• peninsulare • creole • mulatto • Simon Bolivar • Jose de San Martin • Miguel Hidalgo • Jose Maria Morelos
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which independence
movement was led by
Toussaint L'Ouverture?
VJho
VJlntre.
VJhen
VJhi f
INTEGRATED TECHNOLOGY
3. How was Spanish colonial
society structured?
4. How was the Haitian
Revolution different from
revolutions in the rest of Latin
America?
5. Which groups led the quest for
Mexican independence?
6. COMPARING AND CONTRASTING Compare and contrast
the leadership of the South American revolutions to the
leadership of Mexico's revolution.
7. FORMING AND SUPPORTING OPINIONS Would creole
revolutionaries tend to be democratic or authoritarian
leaders? Explain.
8. ANALYZING CAUSES How were events in Europe related
to the revolutions in Latin America?
9. WRITING ACTIVITY REVOLUTION Write a response to this
statement: "Through its policies, Spain gave up its right to
rule in South America."
INTERNET ACTIVITY
Use the Internet to find information on the Mexican Indian rebel INTERNET KEYWORD
group, the Zapatistas. Create a multimedia presentation describing Zapatistas
the group and its goals.
686 Chapter 24
Europe Faces Revolutions
MAIN IDEA 1 WHY IT MATTERS NOW | TERMS & NAMES
REVOLUTION Liberal and
nationalist uprisings challenged
the old conservative order of
Europe.
The system of nation-states
established in Europe during
this period continues today.
• conservative
• liberal
• radical
• nationalism
• nation-state
• the Balkans
• Louis-Napoleon
• Alexander II
SETTING THE STAGE As revolutions shook the colonies in Latin America,
Europe was also undergoing dramatic changes. Under the leadership of Prince
Metternich of Austria, the Congress of Vienna had tried to restore the old monar-
chies and territorial divisions that had existed before the French Revolution. (See
Chapter 23.) On an international level, this attempt to turn back history suc-
ceeded. For the next century, European countries seldom turned to war to solve
their differences. Within countries, however, the effort failed. Revolutions
erupted across Europe between 1815 and 1848.
Clash of Philosophies
t Prince Clemens
von Metternich
shaped conservative
control of Europe
for almost 40 years.
In the first half of the 1800s, three schools of political thought struggled
for supremacy in European societies. Each believed that its style of
government would best serve the people. Each attracted a different set of fol-
lowers. The list below identifies the philosophies, goals, and followers.
• Conservative : usually wealthy property owners and nobility. They
argued for protecting the traditional monarchies of Europe.
• Liberal : mostly middle-class business leaders and merchants. They
wanted to give more power to elected parliaments, but only the
educated and the landowners would vote.
• Ra dical : favored drastic change to extend democracy to all people.
They believed that governments should practice the ideals of the
French Revolution — liberty, equality, and brotherhood.
Nationalism Develops
As conservatives, liberals, and radicals debated issues of government, a
new movement called nationalism emerged. Nationalism is the belief that
people’s greatest loyalty should not be to a king or an empire but to a
nation of people who share a common culture and history. The nationalist
movement would blur the lines that separated the three political theories.
When a nation had its own independent government, it became a
nation-state . A nation-state defends the nation’s territory and way of life,
and it represents the nation to the rest of the world. In Europe in 1 8 1 5, only
TAKING NOTES
Summarizing Identify
major revolutions in
Europe.
Nationalist Revolutions Sweep the West 687
> DATA FILE
Analyzing Key Concepts
k
Nationalism
Nationalism-the belief that people should be loyal to their nation-was
not widespread until the 1800s. The rise of modern nationalism is tied to
the spread of democratic ideas and the growth of an educated middle
class. People wanted to decide how they were governed, instead of
having monarchs impose government on them.
Bonds That Create a Nation-State
Culture
a shared way of life (food
dress, behavior, ideals)
History
a common past-
common experiences
Language
different dialects of
one language; one
dialect becomes
"national language"
Religion
a religion shared by all
or most of the people
NATION-STATE
Nationality
belief in common ethnic
ancestry that may or may
not be true
Territory
a certain territory that
belongs to the ethnic
group; its "land"
IMPACT OF
NATIONALISM
• Between 1950 and 1980, 47
African countries overthrew
colonial rulers and became
independent nations.
• In the 1990s, the republics of
Bosnia and Herzegovina,
Croatia, Slovenia, and
Macedonia broke away from
Yugoslavia.
• In 2003, Yugoslavia changed
its name to Serbia and
Montenegro.
• Europe has 47 countries.
(Some of those lie partially in
Europe, partially in Asia.)
About 50 languages are
spoken in the region.
• In most of Latin America,
Spanish or Portuguese is the
official language. However,
many native languages are
still spoken. For example,
Bolivia has three official
languages: Spanish and the
Indian languages of Aymara
and Quechua.
Positive and Negative Results of Nationalism
Nationalism has not always been a positive influence. For example, extremely
strong nationalistic feelings sometimes lead a group to turn against outsiders.
The chart below lists some positive and negative results of nationalism. Note
how some results, such as competition, can be both positive and negative.
Positive Results
Negative Results
• People within a nation overcoming
their differences for the common good
• The overthrow of colonial rule
• Forced assimilation of minority cultures
into a nation's majority culture
• Ethnic cleansing, such as in Bosnia and
Herzegovina in the 1990s
• Democratic governments in nations
throughout the world
• Competition among nations spurring
scientific and technological advances
• The rise of extreme nationalistic
movements, such as Nazism
• Competition between nations leading
to warfare
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on
nationalism, go to classzone.com
688 Chapter 24
Connect to Today
1. Forming and Supporting Opinions
Do you think nationalism has had
more of a positive or negative impact
on the world? Support your opinion
with evidence.
^ See Skillbuilder Handbook, page R20.
2. Comparing and Contrasting
Which of the bonds used to create
nation-states are found in the United
States?
France, England, and Spain could be called nation-states. But soon that would
change as nationalist movements achieved success.
Most of the people who believed in nationalism were either liberals or radicals.
In most cases, the liberal middle class — teachers, lawyers, and businesspeople —
led the struggle for constitutional government and the formation of nation-states.
In Germany, for example, liberals wanted to gather the many different German
states into a single nation-state. Other liberals in large empires, such as the
Hungarians in the Austrian Empire, wanted to split away and establish self-rule.
MAIN IDEA
Analyzing Motives
A>Why would
Europeans and
Americans support
the Greek revolu-
tionary movement?
Nationalists Challenge Conservative Power
The first people to win self-rule during this period were the Greeks. For centuries,
Greece had been part of the Ottoman Empire. The Ottomans controlled most of
the Balkans . That region includes all or part of present-day Greece, Albania,
Bulgaria, Romania, Turkey, and the former Yugoslavia. Greeks, however, had kept
alive the memory of their ancient history and culture. Spurred on by the nationalist
spirit, they demanded independence and rebelled against the Ottoman Turks in 1821.
Greeks Gain Independence The most powerful European governments opposed
revolution. However, the cause of Greek independence was popular with people
around the world. Russians, for example, felt a connection to Greek Orthodox
Christians, who were ruled by the Muslim Ottomans. Educated Europeans and
Americans loved and respected ancient Greek culture.
Eventually, as popular support for Greece grew, the powerful nations of Europe
took the side of the Greeks. In 1827, a combined British,
French, and Russian fleet destroyed the Ottoman fleet
at the Battle of Navarino. In 1830, Britain, France, and
Russia signed a treaty guaranteeing an independent king-
dom of Greece. &
1830s Uprisings Crushed By the 1830s, the old order,
carefully arranged at the Congress of Vienna, was breaking
down. Revolutionary zeal swept across Europe. Liberals
and nationalists throughout Europe were openly revolting
against conservative governments.
Nationalist riots broke out against Dutch rule in the
Belgian city of Brussels. In October 1830, the Belgians
declared their independence from Dutch control. In Italy,
nationalists worked to unite the many separate states on the
Italian peninsula. Some were independent. Others were
ruled by Austria, or by the pope. Eventually, Prince
Metternich sent Austrian troops to restore order in Italy. The
Poles living under the rule of Russia staged a revolt in
Warsaw late in 1830. Russian armies took nearly an entire
year to crush the Polish uprising. By the mid- 1830s, the old
order seemed to have reestablished itself. But the appear-
ance of stability did not last long.
1848 Revolutions Fail to Unite In 1848, ethnic uprisings
erupted throughout Europe. (See the map on page 679.)
After an unruly mob in Vienna clashed with police,
Metternich resigned and liberal uprisings broke out through-
out the Austrian empire. In Budapest, nationalist leader
Louis Kossuth called for a parliament and self-government
Nationalistic Music
As the force of nationalism began
to rise in Europe, ethnic groups
recognized their music as a unique
element of their culture. Composers
used folk melodies in their works. For
example, Czech composer Antonin
Dvorak (DVAWR»zhahk), pictured
above, and the Norwegian composer
Edvard Grieg incorporated popular
melodies and legends into their works.
These works became a source of pride
and further encouraged the sense of
nationalism. Richard Wagner created a
cycle of four musical dramas called
Der Ring des Nibelungen. His operas
are considered the pinnacle of
German nationalism.
Nationalist Revolutions Sweep the West 689
a In Combat Before
the Hotel de Ville,
July 28th, 1830 ,
Victor Schnetz
portrays the riots in
Paris that forced
Charles X to flee to
Great Britain.
The Third Republic However, in 1848, after a
reign of almost 18 years, Louis-Philippe fell
from popular favor. Once again, a Paris mob
overturned a monarchy and established a republic. The new republican government
began to fall apart almost immediately. The radicals split into factions. One side
wanted only political reform. The other side also wanted social and economic
reform. The differences set off bloody battles in Parisian streets. The violence turned
French citizens away from the radicals. As a result, a moderate constitution was
drawn up later in 1848. It called for a parliament and a strong president to be elected
by the people.
for Hungary. Meanwhile in Prague, Czech lib-
erals demanded Bohemian independence.
European politics continued to seesaw.
Many liberal gains were lost to conservatives
within a year. In one country after another, the
revolutionaries failed to unite themselves or
their nations. Conservatives regained their
nerve and their power. By 1849, Europe had
practically returned to the conservatism that
had controlled governments before 1848. Bj
Radicals Change France
Radicals participated in many of the 1848
revolts. Only in France, however, was the
radical demand for democratic government the
main goal of revolution. In 1830, France’s
King Charles X tried to stage a return to abso-
lute monarchy. The attempt sparked riots that
forced Charles to flee to Great Britain. He was
replaced by Louis-Philippe, who had long sup-
ported liberal reforms in France.
France Accepts a Strong Ruler In December 1848, Louis-Napoleon . the nephew
of Napoleon Bonaparte, won the presidential election. Four years later, Louis-
Napoleon Bonaparte took the title of Emperor Napoleon III. A majority of French
voters accepted this action without complaint. The French were weary of instability.
They welcomed a strong ruler who would bring peace to France. C,
As France’s emperor, Louis-Napoleon built railroads, encouraged industrializa-
tion, and promoted an ambitious program of public works. Gradually, because of
Louis-Napoleon ’s policies, unemployment decreased in France, and the country
experienced real prosperity.
MASM IDEA
Hypothesizing
S/ Why weren't
the revolutions of
1830 and 1848
successful?
MAIM IDEA
Summarizing
C, How would you
describe the politi-
cal swings occurring
in France between
1830 and 1852?
Reform in Russia
Unlike France, Russia in the 1800s had yet to leap into the modern industrialized
world. Under Russia’s feudal system, serfs were bound to the nobles whose land
they worked. Nobles enjoyed almost unlimited power over them. By the 1820s,
many Russians believed that serfdom must end. In their eyes, the system was
morally wrong. It also prevented the empire from advancing economically. The
czars, however, were reluctant to free the serfs. Freeing them would anger the
landowners, whose support the czars needed to stay in power.
690 Chapter 24
MAIN IDEA
Analyzing Issues
© Why did
czars push for
industrialization?
Defeat Brings Change Eventually, Russia’s lack of develop-
ment became obvious to Russians and to the whole world.
In 1853, Czar Nicholas I threatened to take over part of the
Ottoman Empire in the Crimean War. However, Russia’s
industries and transportation system failed to provide ade-
quate supplies for the country’s troops. As a result, in 1856,
Russia lost the war against the combined forces of France,
Great Britain, Sardinia, and the Ottoman Empire.
After the war, Nicholas’s son, Alexander II. decided to
move Russia toward modernization and social change.
Alexander and his advisers believed that his reforms would
allow Russia to compete with western Europe for world power.
Reform and Reaction The first and boldest of Alexander’s
reforms was a decree freeing the serfs in 1861. The abolition
of serfdom, however, went only halfway. Peasant communi-
ties — rather than individual peasants — received about half
the farmland in the country. Nobles kept the other half. The
government paid the nobles for their land. Each peasant
community, on the other hand, had 49 years to pay the gov-
ernment for the land it had received. So, while the serfs were
legally free, the debt still tied them to the land.
Political and social reforms ground to a halt when terror-
ists assassinated Alexander II in 1881. His successor,
Alexander III, tightened czarist control over the country.
Alexander III and his ministers, however, encouraged indus-
trial development to expand Russia’s power. A major force
behind Russia’s drive toward industrial expansion was
nationalism. Nationalism also stirred other ethnic groups.
During the 1800s, such groups were uniting into nations and
building industries to survive among other nation-states. &/
Emancipation
In 1861, on the day before Abraham
Lincoln became president of the
United States, Czar Alexander II
issued the Edict of Emancipation,
freeing 20 million serfs. Less
than two years later. President
Lincoln issued the Emancipation
Proclamation, freeing enslaved
peoples living under the Confederacy.
The emancipation edicts did not
entirely fulfill the hopes of Russian
serfs or former slaves in the United
States. Russian peasant communi-
ties, like the one pictured above,
were still tied to the land. And
Lincoln did not free enslaved people
in the border states.
J
SECTION Q ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
•conservative • liberal -radical -nationalism -nation-state • the Balkans • Louis-Napoleon -Alexander II
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Why did most of the revolts
fail?
3. How were radicals different
from liberals?
6. MAKING INFERENCES Why might liberals and radicals join
together in a nationalist cause?
Revolts
4. Why did France's Third
Republic fail?
5. What was the driving force
behind Russia's industrial
expansion?
7. DRAWING CONCLUSIONS Why did some liberals
disapprove of the way Louis-Napoleon ruled France after
the uprisings of 1848?
8. EVALUATING DECISIONS What consequences did
Alexander's reforms have on Russia?
9. WRITING ACTIVITY REVOLUTION | Imagine you live in
Europe in 1848. Write a letter to a friend, stating your
political position— conservative, liberal, or radical. Express
your feelings about the uprisings and the future of Europe.
CONNECT TO TODAY
WRITING A TV NEWS SCRIPT
Early in the 21st century, hostility between Greeks and Turks on the island of Cyprus was
reduced. Prepare a TV news script about the current status of governing the island.
Nationalist Revolutions Sweep the West 691
Nationalism
Case Study: Italy and Germany
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
POWER AND AUTHORITY
Nationalism is the basis of
• Russification
• Junker
Nationalism contributed to the
world politics today and has
• Camillo di
• Otto von
formation of two new nations
often caused conflicts and wars.
Cavour
Bismarck
and a new political order in
• Giuseppe
• realpolitik
Europe.
Garibaldi
• kaiser
SETTING THE STAGE Nationalism was the most powerful idea of the 1800s.
Its influence stretched throughout Europe and the Americas. It shaped countries
by creating new ones or breaking up old ones. In Europe, it also upset the balance
of power set up at the Congress of Vienna in 1815, affecting the lives of millions.
Empires in Europe were made up of many different groups of people.
Nationalism fed the desire of most of those groups to be free of the rule of
empires and govern themselves in their traditional lands.
TAKING NOTES
Following Chronological
Order List major events
in the unification of Italy
and of Germany.
1300 1300
Nationalism: A Force for Unity or Disunity
During the 1800s, nationalism fueled efforts to build nation-states. Nationalists
were not loyal to kings, but to their people — to those who shared common bonds.
Nationalists believed that people of a single “nationality,” or ancestry, should
unite under a single government. However, people who wanted to restore the old
order from before the French Revolution saw nationalism as a force for disunity.
Gradually, authoritarian rulers began to see that nationalism could also unify
masses of people. They soon began to use nationalist feelings for their own pur-
poses. They built nation-states in areas where they remained firmly in control.
Types of Nationalist Movements
Type
Characteristics
Examples
Unification
• Mergers of politically
divided but culturally
similar lands
• 19th century Germany
• 19th century Italy
Separation
• Culturally distinct group
resists being added to a
state or tries to break
away
• Greeks in the Ottoman
Empire
• French-speaking Canadians
State-building
• Culturally distinct groups
form into a new state by
accepting a single culture
• The United States
• Turkey
SKILLBUILDER: Interpreting Charts
1 . Categorizing What types of nationalist movements can evolve in lands with culturally
distinct groups ?
2. Drawing Conclusions What must be present for state-building to take place?
692 Chapter 24
In the chart on page 692, you can see the characteristics and examples of three
types of nationalist movements. In today’s world, groups still use the spirit of
nationalism to unify, separate, or build up nation-states.
MAIN IDEA
Making
Inferences
A/ Why might
a policy like
Russification pro-
duce results that
are opposite those
intended?
Nationalism Shakes Aging Empires
Three aging empires — the Austrian Empire of the Hapsburgs, the Russian Empire
of the Romanovs, and the Ottoman Empire of the Turks — contained a mixture of
ethnic groups. Control of land and ethnic groups moved back and forth between
these empires, depending on victories or defeats in war and on royal marriages.
When nationalism emerged in the 19th century, ethnic unrest threatened and even-
tually toppled these empires.
The Breakup of the Austrian Empire The Austrian Empire brought together
Slovenes, Hungarians, Germans, Czechs, Slovaks, Croats, Poles, Serbs, and Italians.
In 1866, Prussia defeated Austria in the Austro-Prussian War. With its victory,
Prussia gained control of the newly organized North German Confederation, a
union of Prussia and 21 smaller German political units. Then, pressured by the
Hungarians, Emperor Francis Joseph of Austria split his empire in half, declaring
Austria and Hungary independent states, with himself as ruler of both. The empire
was now called Austria-Hungary or the Austro-Hungarian Empire. Nationalist dis-
putes continued to weaken the empire for more than 40 years. Finally, after World
War I, Austria-Hungary broke into several separate nation-states.
The Russian Empire Crumbles Nationalism also helped break up the 370-year-
old empire of the czars in Russia. In addition to the Russians themselves, the czar
ruled over 22 million Ukrainians, 8 million Poles, and smaller numbers of
Lithuanians, Latvians, Estonians, Finns, Jews, Romanians, Georgians, Armenians,
Turks, and others. Each group had its own culture.
The ruling Romanov dynasty of Russia was determined to maintain iron control
over this diversity. They instituted a policy of Russification , forcing Russian culture
on all the ethnic groups in the empire. This policy actually strengthened ethnic
nationalist feelings and helped to disunity Russia. The weakened czarist empire
finally could not withstand the double shock of World War I and the communist rev-
olution. The last Romanov czar gave up his power in 1917.
The Ottoman Empire Weakens The ruling Turks of the Ottoman Empire controlled
Greeks, Slavs, Arabs, Bulgarians, and Armenians. In 1856, under pressure from the
British and French, the Ottomans granted equal citizenship to all the people under
their rule. That measure angered conservative Turks, who wanted no change in the sit-
uation, and caused tensions in the empire. For example, in response to nationalism in
◄ Driven from their
homes, Armenians
beg for bread at a
refugee center.
Case Study 693
Armenia, the Ottomans massacred and deported Armenians from 1894 to 1896 and
again in 1915. Like Austria-Hungary, the Ottoman Empire broke apart soon after
World War I.
Case Study: Italy
Cavour Unites Italy
While nationalism destroyed empires, it also built nations. Italy was one of the
countries to form from the territory of crumbling empires. Between 1815 and
1848, fewer and fewer Italians were content to live under foreign rulers.
VENETIA
To -
France ,
1860 „
LUCCA
Pisa!
PAPAL
NY STATES
GDOM
’alermo
SICILY
The Unification
of Italy, 1858-1870
Cavour Leads Italian Unification Italian nationalists looked for leadership from
the kingdom of Piedmont-Sardinia, the largest and most powerful of the Italian states.
The kingdom had adopted a liberal constitution in 1848. So, to the liberal Italian
middle classes, unification under Piedmont-Sardinia seemed a good plan.
In 1852, Sardinia’s king, Victor Emmanuel II, named Count Camillo di Cavour
(kuh*VOOR) as his prime minister. Cavour was a cunning statesman who worked
tirelessly to expand Piedmont-Sardinia ’s power. Using skillful diplomacy and well-
chosen alliances he set about gaining control of northern Italy for Sardinia.
Cavour realized that the greatest roadblock to annexing northern Italy
was Austria. In 1 858, the French emperor Napoleon III agreed to help drive Austria
out of the northern Italian provinces.
Cavour then provoked a war with
the Austrians. A combined French-
Sardinian army won two quick victo-
ries. Sardinia succeeded in taking all
of northern Italy, except Venetia.
Garibaldi Brings Unity As Cavour
was uniting northern Italy, he secretly
started helping nationalist rebels in
southern Italy. In May 1860, a small
army of Italian nationalists led by a
bold and visionary soldier, Giusepp e
Garibaldi (GAR*uh* BAWL*dee),
captured Sicily. In battle, Garibaldi
always wore a bright red shirt, as did
his followers. As a result, they
became known as the Red Shirts.
From Sicily, Garibaldi and his
forces crossed to the Italian main-
land and marched north. Eventually,
Garibaldi agreed to unite the south-
ern areas he had conquered with
the kingdom of Piedmont-Sardinia.
Cavour arranged for King Victor
Emmanuel II to meet Garibaldi in
Naples. “The Red One” willingly
agreed to step aside and let the
Sardinian king rule. B
In 1866, the Austrian province of
Venetia, which included the city of
Venice, became part of Italy. In 1870,
INTERACTIVE
FRANCE
S. SWITZERLAND
ALPS
AUSTRIAN EMPIRE
OTTOMAN
EMPIRE
CORSI
(Fr.)
Mediterranean V
Tyrrhenian
Sea
I Kingdom of Sardinia, 1858
□ Added to Sardinia, 1859-1860
Added to Italy, 1866
Added to Italy, 1870
— Papal States
;
TW
200 Miles
400 Kilometers
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Movement During what time period was the greatest share of
territory unified in Italy?
2. Region Which territories did the Italians lose to France during
their process of unification?
Hypothesizing
What reasons
might Garibaldi
have had to step
aside and let the
Sardinian king rule?
694 Chapter 24
Analyzing Political Cartoons
"Right Leg in the Boot at Last"
In this 1860 British cartoon, the king of
Sardinia is receiving control of lands taken by
the nationalist Garibaldi. The act was one of
the final steps in the unification of Italy.
SKILLBUILDER: Analyzing Political
Cartoons
1 . Clarifying What symbol does the cartoonist
use for the soon-to-be nation of Italy?
2. Making Inferences How is Garibaldi
portrayed?
3. Analyzing Bias What does the title of the
cartoon say about the cartoonist's view of
Italian unification?
^ See Skillbuilder Handbook, page R29
Italian forces took over the last part of a territory known as the Papal States. With
this victory, the city of Rome came under Italian control. Soon after, Rome became
the capital of the united kingdom of Italy. The pope, however, would continue to
govern a section of Rome known as Vatican City.
Case Study: Germany
Bismarck Unites Germany
Like Italy, Germany also achieved national unity in the mid- 1800s. Beginning
in 1815, 39 German states formed a loose grouping called the German
Confederation. The Austrian Empire dominated the confederation. However,
Prussia was ready to unify all the German states.
Prussia Leads German Unification Prussia enjoyed several advantages that
would eventually help it forge a strong German state. First of all, unlike the Austro-
Hungarian Empire, Prussia had a mainly German population. As a result, nation-
alism actually unified Prussia. In contrast, ethnic groups in Austria-Hungary tore
the empire apart. Moreover, Prussia’s army was by far the most powerful in central
Europe. In 1848, Berlin rioters forced a constitutional convention to write up a lib-
eral constitution for the kingdom, paving the way for unification.
Bismarck Takes Control In 1861, Wilhelm I succeeded Frederick William to the
throne. The liberal parliament refused him money for reforms that would double
the strength of the army. Wilhelm saw the parliament’s refusal as a major challenge
to his authority. He was supported in his view by the Junkers (YUNG*kuhrz),
strongly conservative members of Prussia’s wealthy landowning class. In 1862,
Wilhelm chose a conservative Junker named Otto von Bismarck as his prime min-
ister. Bismarck was a master of what came to be known as realp olitik. This
Case Study 695
German term means “the politics of reality.” The term is
used to describe tough power politics with no room for ide-
alism. With realpolitik as his style, Bismarck would become
one of the commanding figures of German history.
With the king’s approval, Bismarck declared that he
would rule without the consent of parliament and without a
legal budget. Those actions were in direct violation of the
constitution. In his first speech as prime minister, he defi-
antly told members of the Prussian parliament, “It is not by
means of speeches and majority resolutions that the great
issues of the day will be decided — that was the great mis-
take of 1848 and 1849 — but by blood and iron.” C ,
Prussia Expands In 1864, Bismarck took the first step
toward molding an empire. Prussia and Austria formed
an alliance and went to war against Denmark to win two
border provinces, Schleswig and Holstein.
A quick victory increased national pride among
Prussians. It also won new respect from other Germans and
lent support for Prussia as head of a unified Germany.
After the victory, Prussia governed Schleswig, while Austria
controlled Holstein.
Seven Weeks' War Bismarck purposely stirred up border
conflicts with Austria over Schleswig and Holstein. The ten-
sions provoked Austria into declaring war on Prussia in 1866.
This conflict was known as the Seven Weeks’ War. The
Prussians used their superior training and equipment to win a
devastating victory. They humiliated Austria. The Austrians
lost the region of Venetia, which was given to Italy. They had
to accept Prussian annexation of more German territory.
With its victory in the Seven Weeks’ War, Prussia took con-
trol of northern Germany. For the first time, the eastern and
western parts of the Prussian kingdom were joined. In 1867,
the remaining states of the north joined the North German
Confederation, which Prussia dominated completely.
The Franco-Prussian War By 1867, a few southern
German states remained independent of Prussian control.
The majority of southern Germans were Catholics. Many in the region resisted
domination by a Protestant Prussia. However, Bismarck felt he could win the sup-
port of southerners if they faced a threat from outside. He reasoned that a war with
France would rally the south.
Bismarck was an expert at manufacturing “incidents” to gain his ends. For
example, he created the impression that the French ambassador had insulted the
Prussian king. The French reacted to Bismarck’s deception by declaring war on
Prussia on July 19, 1870.
The Prussian army immediately poured into northern France. In September 1870,
the Prussian army surrounded the main French force at Sedan. Among the 83,000
French prisoners taken was Napoleon III himself. Parisians withstood a German
siege until hunger forced them to surrender.
The Franco-Prussian War was the final stage in German unification. Now the
nationalistic fever also seized people in southern Germany. They finally accepted
Prussian leadership. On January 18, 1871, at the captured French palace of
History Makers
Otto von Bismarck
1815-1898
To some Germans, Bismarck was the
greatest and noblest of Germany's
statesmen. They say he almost single-
handedly unified the nation and
raised it to greatness. To others, he
was nothing but a devious politician
who abused his powers and led
Germany into dictatorship.
His speeches, letters, and memoirs
show him to be both crafty and
deeply religious. At one moment, he
could declare, "It is the destiny of the
weak to be devoured by the strong"
At another moment he might claim,
"We Germans shall never wage
aggressive war, ambitious war, a war
of conquest"
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY Create an
interactive time line of Bismarck's
actions to unite Germany. Go to
classzone.com for your research.
MAIN IDEA
Hypothesizing
C> Bismarck
ignored both the
parliament and
the constitution.
How do you think
this action would
affect Prussian
government?
696 Chapter 24
Versailles, King Wilhelm I of Prussia was
crowned kaiser (KY*zuhr), or emperor.
Germans called their empire the Second
Reich. (The Holy Roman Empire was the
first.) Bismarck had achieved Prussian
dominance over Germany and Europe
“by blood and iron.”
A Shift in Power
The 1815 Congress of Vienna had estab-
lished five Great Powers in Europe —
Britain, France, Austria, Prussia, and
Russia. In 1815, the Great Powers were
nearly equal in strength. The wars of the
mid- 1800s greatly strengthened one of
the Great Powers, as Prussia joined with
other German states to form Germany.
By 1871, Britain and Germany were
clearly the most powerful, both militarily
and economically. Austria and Russia
lagged far behind. France struggled
along somewhere in the middle. The
European balance of power had broken
down. This shift also found expression in
the art of the period. In fact, during that
century, artists, composers, and writers
pointed to paths that they believed
European society should follow.
DENMARK
HOLSTEIN
3? Hamburg
" MECKLENBURG
EAST
PRUSSIA
WEST
PRUSSIA
BRANDENBURG
/7s nila R. \
Warsaw
'WESTPHALIA
RUSSIAN
EMPIRE
SAXONY
SILESIA
BAVARIA \
Mirttemburg
<j HOHENZOLLERN
T > _
Munich
INTERACTIVE
rz
The Unification of
Germany, 1865-1871
North
Sea
AUSTRIAN
EMPIRE
SWITZERLAND
□ Prussia, 1865
■ Annexed by Prussia, 1866
■I Joined Prussia
in North German
Confederation, 1867
□ South German States
(joined Prussia to form
German Empire, 1871)
German Empire, 1871
r
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Location What was unusual about the territory of Prussia
as it existed in 1865?
2. Movement After 1865, what year saw the biggest
expansion of Prussian territory?
□ Conquered from France,
1871
TERMS & NAMES 1. For each term or name, write a sentence explaining its significance.
• Russification • Camillo di Cavour • Giuseppe Garibaldi • Junker • Otto von Bismarck • realpolitik • kaiser
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Identify an event that made
3. Which aging empires suffered
6. CLARIFYING How can nationalism be both a unifying and
the unification of Italy or
from the forces of nationalism?
a disunifying force?
Germany possible.
1300 1900
i ♦ 1
4. What role did Garibaldi play in
the unification of Italy?
5. What advantages did Prussia
have in leading the German
states to unify?
7. FORMING GENERALIZATIONS Why did the Austrian,
Russian, and Ottoman Empires face such great challenges
to their control of land?
8. EVALUATING COURSES OF ACTION Many liberals wanted
government by elected parliaments. How was Bismarck's
approach to achieving his goals different?
9. WRITING ACTIVITY POWER AND AUTHORITY Write a
one paragraph biographical essay on either Garibaldi
or Cavour.
CONNECT TO TODAY
CREATING A MAP AND DATABASE
Study the chart on page 692. Research the names of nations that have emerged in the last ten
years. Categorize each nation's nationalist movement using the chart. Then create a database and
map showing the location of the new nations and the category into which each new nation falls.
Case Study 697
Revolutions in the Arts
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
CULTURAL INTERACTION
Romanticism and realism are
• romanticism • impressionism
Artistic and intellectual
still found in novels, dramas,
• realism
movements both reflected and
and films produced today.
fueled changes in Europe during
the 1800s.
SETTING THE STAGE During the first half of the 1800s, artists focused on
ideas of freedom, the rights of individuals, and an idealistic view of history. After
the great revolutions of 1848, political focus shifted to leaders who practiced
realpolitik. Similarly, intellectuals and artists expressed a “realistic” view of the
world. In this view, the rich pursued their selfish interests while ordinary people
struggled and suffered. Newly invented photography became both a way to detail
this struggle and a tool for scientific investigation.
TAKING NOTES
Outlining Organize ideas
and details about
movements in the arts.
A T he Romantic
Movement
A.
b.
)). T he Shift to
Realism in the Arts
The Romantic Movement
At the end of the 1 8th century, the Enlightenment idea of reason gradually gave
way to another major movement in art and ideas: romanticism . This movement
reflected deep interest both in nature and in the thoughts and feelings of the indi-
vidual. In many ways, romantic thinkers and writers reacted against the ideals of
the Enlightenment. They turned from reason to emotion, from society to nature.
Romantics rejected the rigidly ordered world of the middle class. Nationalism
also fired the romantic imagination. For example, George Gordon, Lord Byron,
one of the leading romantic poets of the time, fought for Greece’s freedom.
The Ideas of Romanticism Emotion, sometimes wild emotion, was a key ele-
ment of romanticism. However, romanticism went beyond feelings. Romantics
expressed a wide range of ideas and attitudes. In general, romantic thinkers and
artists shared these beliefs:
• emphasized inner feelings, emotions, and imagination
• focused on the mysterious, the supernatural, and the exotic,
grotesque, or horrifying
• loved the beauties of untamed nature
• idealized the past as a simpler and nobler time
• glorified heroes and heroic actions
• cherished folk traditions, music, and stories
• valued the common people and the individual
• promoted radical change and democracy
Romanticism in Literature Poetry, music, and painting were
the most influential arts because they were able to capture the
emotion of romanticism. To romantics, poetry was the highest
▼ Romantic
poet Lord
Byron fought
with Greek
nationalists. He
did not live to
see their victory.
698 Chapter 24
MAIN I PEA
Summarizing
What are some
of the themes that
are key to romantic
literature and art?
form of expression. The British romantic poets William Wordsworth and Samuel
Taylor Coleridge both honored nature as the source of truth and beauty. Later
English romantic poets, such as Lord Byron, Percy Bysshe Shelley, and John
Keats, wrote poems celebrating rebellious heroes, passionate love, and the mystery
and beauty of nature. Like many romantics, many of these British poets lived
stormy lives and died young. Byron, for example, died at the age of 36, while
Shelley died at 29.
Germany produced one of the earliest and greatest romantic writers. In 1774,
Johann Wolfgang von Goethe (YOhahn VUHLF*gahng fuhn GER*tuh) published
The Sorrows of Young Werther. Goethe’s novel told of a sensitive young man whose
hopeless love for a virtuous married woman drives him to suicide. Also in
Germany, the brothers Jakob and Wilhelm Grimm collected German fairy tales and
created a dictionary and grammar of the German language. Both the tales and the
dictionary celebrated the German spirit.
Victor Hugo led the French romantics. His works also reflect the romantic
fascination with history and the individual. His novels Les Miserables and The
Hunchback of Notre Dame show the struggles of individu-
als against a hostile society.
The Gothic Novel Gothic horror stories became hugely
popular. These novels often took place in medieval Gothic
castles. They were filled with fearful, violent, sometimes
supernatural events. Mary Shelley, wife of the poet Percy
Bysshe Shelley, wrote one of the earliest and most success-
ful Gothic horror novels, Frankenstein. The novel told the
story of a monster created from the body parts of dead
human beings.
Composers Emphasize Emotion Emotion dominated the
music produced by romantic composers. These composers
moved away from the tightly controlled, formal composi-
tions of the Enlightenment period. Instead, they celebrated
heroism and national pride with a new power of expression.
As music became part of middle-class life, musicians
and composers became popular heroes. Composer and
pianist Franz Liszt (lihst), for example, achieved earnings
and popularity comparable to those of today’s rock stars.
One of the composers leading the way into the Romantic
period was also its greatest: Ludwig van Beethoven
(LOOD*vihg vahn BAY*toh*vuhn). His work evolved from
the classical music of the Enlightenment into romantic com-
positions. His Ninth Symphony soars, celebrating freedom,
dignity, and the triumph of the human spirit.
Later romantic composers also appealed to the hearts and
souls of their listeners. Robert Schumann’s compositions
sparkle with merriment. Like many romantic composers,
Felix Mendelssohn drew on literature, such as
Shakespeare’s A Midsummer Night’s Dream, as the inspira-
tion for his music. Polish composer and concert pianist
Frederic Chopin (SHOH*pan) used Polish dance rhythms in
his music. Guiseppe Verdi and Richard Wagner brought
European opera to a dramatic and theatrical high point.
History Makers
Ludwig van Beethoven
1770-1827
A genius of European music,
Beethoven suffered the most tragic
disability a composer can endure. At
the age of 30, he began to go deaf.
His deafness grew worse for 19
years. By 1819, it was total.
At first, Beethoven's handicap
barely affected his career. By 1802,
however, he knew that his hearing
would only worsen. He suffered from
bouts of depression. The depression
would bring him to the brink of
suicide. Nonetheless, he would
rebound:
It seemed unthinkable for me to
leave the world forever before I
had produced all that I felt called
upon to produce.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on
Ludwig van Beethoven, go to
classzone.com
^ J
Nationalist Revolutions Sweep the West 699
The Shift to Realism in the Arts
By the middle of the 19th century, rapid industrialization deeply affected everyday
life in Europe. The growing class of industrial workers lived grim lives in dirty,
crowded cities. Industrialization began to make the dreams of the romantics seem
pointless. In literature and the visual arts, realism tried to show life as it was, not
as it should be. Realist painting reflected the increasing political importance of the
working class in the 1850s. Along with paintings, novels proved especially suitable
for describing workers’ suffering.
Photographers Capture Reality As realist painters and writers detailed the
lives of actual people, photographers could record an instant in time with
scientific precision. The first practical photographs were called daguerreotypes
(duh*GEHR*uh*TYPS). They were named after their French inventor, Louis
Daguerre. The images in his daguerreotypes were startlingly real and won him
worldwide fame.
British inventor William Talbot invented a light-sensitive paper that he used to
produce photographic negatives. The advantage of paper was that many prints
could be made from one negative. The Talbot process also allowed photos to be
reproduced in books and newspapers. Mass distribution gained a wide audience for
the realism of photography. With its scientific, mechanical, and mass-produced
features, photography was the art of the new industrial age.
Writers Study Society Realism in literature flourished in France with writers such
as Honore de Balzac and Emile Zola. Balzac wrote a massive series of almost 100
novels entitled The Human Comedy. They describe in detail the brutal struggle for
wealth and power among all levels of French society. Zola’s novels exposed the
Analyzing Photographs
Motion Studies
Eadweard Muybridge had a varied career
as a photographer. He devoted part of
his career to motion studies. These
photographic studies froze the motion
of an object at an instant in time. They
allowed scientists to study motion and
to better understand time. The equipment
he built helped lead to the development
of motion pictures.
This series of photographs taken in 1878,
titled "The Horse in Motion," was designed
to discover if all of a running horse's legs
ever left the ground at the same time.
SKILLBUILDER: Interpreting
Visual Sources
1. Drawing Conclusions What do the series of
photographs reveal about the question of
whether all the legs of a horse ever left the
ground at the same time?
2. Developing Historical Perspective What
reaction do you think these pictures would
have generated among the general public?
See Skillbuilder Handbook, page R23.
700 Chapter 24
MAIN IDEA
mmmm mm
Forming Opinions
5/ Which do you
think would be
more effective in
spurring reforms-
photographs or a
realist novel?
Explain.
miseries of French workers in small shops, factories, and coal mines. His revela-
tions shocked readers and spurred reforms of labor laws and working conditions in
France. The famous English realist novelist Charles Dickens created unforgettable
characters and scenes of London’s working poor. Many of the scenes were humor-
ous, but others showed the despair of London’s poor. In his book Little Dorrit ,
Dickens described the life of a working-class person as sheer monotony set in a
gloomy neighborhood. B ,
Impressionists React Against Realism
Beginning in the 1860s, a group of painters in Paris reacted against the realist style.
Instead of showing life “as it really was,” they tried to show their impression of a
subject or a moment in time. For this reason, their style of art came to be known as
impressionism . Fascinated by light, impressionist artists used pure, shimmering
colors to capture a moment seen at a glance.
Life in the Moment Unlike the realists, impressionists showed a more positive
view of the new urban society in western Europe. Instead of abused workers, they
showed shop clerks and dock workers enjoying themselves in dance halls and
cafes. They painted performers in theaters and circuses. And they glorified the
delights of the life of the rising middle class. Claude Monet (moh»NAY), Edgar
Degas (duh*GAH), and Pierre-Auguste Renoir (ruhn*WHAR) were leaders in the
movement that became very popular.
Composers also created impressions of mood and atmosphere. By using differ-
ent combinations of instruments, tone patterns, and music structures, they were
able to create mental pictures of such things as flashing lights, the feel of a warm
summer day, or the sight of the sea. French composers Maurice Ravel and Claude
Debussy are the most notable members of the impressionist music movement.
Changes in political, social, artistic, and intellectual movements during the 19th
century signaled important changes in daily life. One of the most significant causes
of change was industrialization, which you will learn about in Chapter 25.
SECTION
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• romanticism • realism • impressionism
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. What was the goal of realist
3. What was the key element of
6. COMPARING AND CONTRASTING How are the movements
writers?
romanticism?
of romanticism and realism alike and different?
A T he Romani ic
4. What characteristics did
photography have that made it
7. ANALYZING CAUSES How might a realist novel bring
about changes in society? Describe the ways by which
Movement
the art of the industrial age?
this might happen.
A.
5. What was the goal of
8. SUMMARIZING How did nationalism influence the artistic
2>.
impressionist painters?
movements you read about?
)). The Shift to
Realism in the Arts
9. WRITING ACTIVITY CULTURAL INTERACTION | Listen to a
piece of music by Beethoven, and then listen to a piece
of contemporary music that you like. Write a comparison-
and-contrast essay on the two pieces of music.
CONNECT TO TODAY
Creating an Arts Chart
Look at newspaper listings for films being shown today. Make a chart showing which of them
might be categorized as romantic and which might be categorized as realistic. Present reasons
why each film fell into the designated category.
Nationalist Revolutions Sweep the West 701
History tin
Revolutions in Painting
European painting underwent revolutionary changes during the 1800s.
In the early years, romanticism — which stressed emotion above all
else — was the dominant style. As revolutions swept Europe in the
1840s, some artists rejected romanticism in favor of realism. They
portrayed common people and everyday life in a realistic manner.
Toward the end of the century, art underwent another revolution,
influenced by scientific discoveries about vision. Impressionist painters
experimented with light and color to capture their impressions of a
passing moment.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on 19th-
century painting go to classzone.com
T Romanticism
In their eagerness to explore emotion,
romantic artists had certain favorite subjects:
nature, love, religion, and nationalism. This
painting, The Lion Hunt by Eugene Delacroix,
shows that violence and exotic cultures were
also popular themes. The swirling capes,
snarling lions, and bold reds and yellows
help convey the ferocity of the hunt.
702 Chapter 24
▲ Realism
The Stone Breakers by Gustave Courbet shows
that realist artists tried to portray everyday life just
as it was, without making it pretty or trying to tell
a moralistic story. Notice how the workers' clothes
are torn and shabby. The boy rests the heavy
basket of stones on his knee to ease his burden,
while the man bends to his task. The colors are
dull and gritty, just as the job itself is.
T Impressionism
The impressionists wanted to record the perceptions of the
human eye rather than physical reality. To do this, they tried
to portray the effect of light on landscapes and buildings.
They combined short strokes of many colors to create a
shimmering effect. They also used brighter, lighter colors
than the artists before them had used. As the painting Ducal
Palace , Venice by Claude Monet shows, the impressionists
often painted water because of its reflective nature.
Connect to Today
1 . Developing Historical Perspective If
you were a political revolutionary of
the 1800 s, which of these artistic
styles would you use for your
propaganda posters? Why?
See Skillbuilder Handbook, page R12.
2. Drawing Conclusions Impressionism
remains extremely popular more
than a century after it was first
developed. What do you think
accounts for its popularity today?
703
Chapter 4 Assessment
TERMS & NAMES
Briefly explain the importance of each of the following to the
revolutions in Latin America or Europe.
1. conservative 5. realpolitik
2 . liberal 6 . romanticism
3. nationalism 7. realism
4. nation-state 8. impressionism
MAIN IDEAS
Latin American Peoples Win Independence
Section 1 (pages 681-686)
9. What caused the creoles in South America to rebel
against Spain?
10. What role did Agustin de Iturbide play in the
independence of Mexico?
11. Who was Dorn Pedro, and what role did he play in
Brazil's move to independence?
Europe Faces Revolutions Section 2 (pages 687-691)
12. How is a liberal different from a conservative?
13. How successful were the revolts of 1848? Explain.
14. Why did the French accept Louis-Napoleon as an
emperor?
Case Study: Nationalism Section 3 (pages 692-697)
15. How did nationalism in the 1800s work as a force for
both disunity and unity?
16. What approaches did Camillo di Cavour use to acquire
more territory for Piedmont-Sardinia?
17. What strategy did Otto von Bismarck use to make Prussia
the leader of a united Germany?
Revolutions in the Arts Section 4 (pages 698-703)
18. What are five elements of romanticism?
19. What are two ideas or attitudes of the romantic
movement that reflect the ideals of nationalism?
20. What new conditions caused a change in the arts from
romanticism to realism?
CRITICAL THINKING
1. USING YOUR NOTES
Using a chart, describe the
nationalist movement in each
of the countries listed and the
results of each movement.
2. EVALUATING DECISIONS
| POWER AND AUTHORITY | Why do you think Giuseppe Garibaldi
stepped aside to let Victor Emmanuel II rule areas that
Garibaldi had conquered in southern Italy?
3. ANALYZING MOTIVES
| REVOLUTION] How do you think nationalism might help
revolutionaries overcome the disadvantages of old weapons
and poor supplies to win a war for national independence?
Explain.
4. MAKING INFERENCES
Do you believe the Latin American revolutions would have
occurred without a push from European events? Explain.
5. SYNTHESIZING
| CULTURAL INTERACTION] How did artistic and intellectual
movements reflect and fuel changes in Europe in the 1800s?
Country
Nationalism and Its Results
Mexico
Greece
Italy
Germany
VISUAL SUMMARY
Nationalist Revolutions Sweep the West
• Enlightenment ideas
• Haiti: slave-led
• South America: creole-led,
especially Bolivar and
San Martin
• Brazil: royalty-led
• Reactions against
conservatives
• A few reforms
• Most failed
Garibaldi begins in Italy.
Prime Minister Cavour
completes the task.
Prime Minister Bismarck
leads the way in Germany.
• Romantics inspired
by emotion
• Dedication to common
people or the group
• Realists see flaws and set
new goals for nation.
• Impressionists capture the
moment.
704 Chapter 24
> STANDARDS-BASED ASSESSMENT
Use the quotation and your knowledge of world history to
answer questions 1 and 2.
Additional Test Practice, pp. S1-S33
Use this 20th-century mural titled Crito de Dolores painted
by Juan O'Gorman and your knowledge of world history to
answer question 3.
PRIMARY SOURCE
When I say that we must strive continually to be ready for
all emergencies, I advance the proposition that, on account
of our geographical position, we must make greater efforts
than other powers would be obliged to make in view of
the same ends. We lie in the middle of Europe. We have at
least three fronts on which we can be attacked. France has
only an eastern boundary; Russia only its western, exposed
to assault. ... So we are spurred forward on both sides to
endeavors which perhaps we would not make otherwise.
OTTO VON BISMARCK, speech to the German parliament on
February 6, 1888
1. According to Bismarck, what key factor makes Germany a
potential target for invasion?
A. dangerous neighbors
B. three borders to protect
C. location in the middle of Europe
D. massive supplies of coal and iron
2 . Based on his remarks above, what actions might Bismarck
take?
A. form alliances with other nations in Europe
B. make peace with France
C. make peace with England
D. expand industry
3. Look at the people portrayed in the mural. What does the
artist suggest about the Mexican revolt against the Spanish?
A. It was condemned by the Catholic Church.
B. Only the poor fought against Spanish rule.
C. People of all classes fought against Spanish rule.
D. Only Indians fought Spanish rule.
INTEGRATED TECHNOLOGY
TEST PRACTICE Go to classzone.com
• Diagnostic tests • Strategies
• Tutorials • Additional practice
ALTERNATIVE ASSESSMENT
1. Interact with History
On page 680, you were asked to create a symbol for your
newly independent country. Show your symbol to the class.
Explain the elements of your design and what they are intended
to express. With your classmates' comments in mind, what
might you change in your design?
2. §§^ WRITING ABOUT HISTORY
Write a speech that might have been delivered somewhere in
Europe at a rally for Greek independence. Urge the country's
leaders to help the Greeks in their struggle for independence
from the Ottoman Empire. Consider the following:
• the connections of Greece to Europeans
• reasons to support Greek revolutionaries
• the cause of democracy
INTEGRATED TECHNOLOGY
Creating a Web Page
Use the Internet, newspapers, magazines, and your own
experience to make a list of movies that portray social and
political conditions. Then create a Web page that classifies
each portrayal as either romantic or realistic. Remember to
focus on the meanings of the terms romantic and realistic as
they apply to the two movements in art and literature. You
may want to include on your Web page:
• descriptions of movie plots or character portrayals
• still shots from movies that support your conclusions
• romantic or realistic quotations from movies
Nationalist Revolutions Sweep the West 70S
Comparing & Contrasting Political Revolutions
Revolutions Across Time
English Civil War and Glorious Revolution ►
In 1 642, civil war broke out between those who supported Parliament
and those who supported the king. Parliament won and set up a
commonwealth, led by Oliver Cromwell. In time, he became a dictator.
After his death, the monarchy returned, but tensions built anew. In
1 688, Parliament ousted King James II, shown at right, in the Glorious
Revolution and invited William and Mary to rule.
1642 1776
1789
Revolution — which is a sudden or significant change in the old ways of doing things —
can occur in many areas, such as government, technology, or art. In Unit 5, you studied
political revolutions in Europe and the Americas, in which people rebelled against
unjust rulers to gain more rights. Each revolution led to major changes in governmental,
social, and economic structures. In these six pages, you will gain a better understanding
of those revolutions by examining their similarities and differences.
T French Revolution
Beginning in 1789, the French
people rose up to overthrow
their king. The uprisings included
the march by hungry women
shown below. Differing goals
soon split the revolutionaries.
Several years of terror followed.
Napoleon restored order and
eventually made himself
emperor of France.
^ American Revolution
After 1 763, Americans
began to resent British rule.
Clashes such as the Boston
Massacre, shown at left, took
place. The colonies declared
their independence in 1776.
War ensued, and the United
States won its freedom by
defeating Britain.
1791
A Latin American Revolutions
From 1791 to 1824, revolutions took place in Haiti,
Mexico, and the huge Spanish empire that spread
across Central and South America. By the end of that
period, nearly all of Latin America had gained its
independence from European control. One of South
America's great liberators was Jose de San Martin,
shown in the painting above.
s
Model of a Revolution
From his study of the French Revolution, historian
Crane Brinton developed a model of the stages that
revolutions often go through. The model below is
based on his work. Compare it with the revolutions
you learned about in this unit.
Fc
| R(
be
I Fall of the Old Order
Revolutions usually cannot occur until a ruler
becomes weak. Often this weakness results in
problems such as starvation and unfair taxes.
Anger builds until the ruler is overthrown.
Rule by Moderates
The people relax because they think they have
achieved their goal. A moderate group rules.
But simply overthrowing the old order rarely
solves the problems that led to the revolution.
^^9 1
M:
The Terror
When people realize that the old problems still
exist, they look for someone to blame. Radicals
take control, push for more extreme changes,
and execute "enemies of the revolution."
^^9 1
M
L
Turn from Radical Rule
In time, the violence sickens people, and the
use of terror ends. The former radicals adopt a
more gradual plan for effecting change.
Military Rule
The terror often kills most of a country's leaders.
Then the turn from radicalism makes people
doubt revolutionary ideals. A military leader
steps into the gap and becomes dictator.
Restoration
When the dictatorship ends, through death or
overthrow, a power vacuum results. The order
that existed before the revolution is restored.
Comparing &
Contrasting
1. Which of the revolutions on the time
line, besides the French Revolution, is
most like the model? Explain.
2. Which revolution is least like the
model? Explain.
-/
707
unit 5 Comparing & Contrasting: Political Revolutions
Causes of the Revolutions
Each of the revolutions you studied in this unit had political, economic,
and social causes, as shown in the chart below. Some of the causes
mentioned on the chart are the subjects of the primary sources located
on the next page. Use the chart and the primary sources together to
understand the causes of revolution more fully.
England j
North America j
France
j Latin America
Political
• King claimed divine right.
• King dissolved Parliament.
• Parliament sought guar-
antee of freedoms.
• Colonists accused British
leaders of tyranny.
• Colonists demanded
the same rights as
English citizens.
• Third Estate wanted
greater representation.
• Louis XVI was a weak
ruler; his wife was
unpopular.
• American Revolution
inspired political ideas.
• French Revolution
inspired political ideas.
• Royal officials committed
injustices and repression.
• Napoleon's conquest of
Spain triggered revolts.
Economic
• King wanted money for
wars.
• King levied taxes
and fines without
Parliament's approval.
• Britain imposed
mercantilism.
• Britain expected colonies
to pay for defense.
• Colonists opposed
taxation without
representation.
• Wars and royal extrava-
gance created debt.
• Inflation and famine
caused problems.
• Peasants made little
money but paid high
taxes.
• Peninsulares and
creoles controlled
wealth.
• Lower classes toiled
as peasants with little
income or as slaves.
Social
• Early Stuart kings
refused to make
Puritan reforms.
• Parliament feared
James II would
restore Catholicism.
• Colonists began to
identify as Americans.
• Colonists were used to
some independence.
• Enlightenment ideas
of equality and liberty
spread.
• Third Estate resented
the First and Second
estates' privileges.
• Enlightenment ideas
of equality and liberty
spread.
• Only peninsulares
and creoles had power.
• Mestizos, mulattos,
Africans, and Indians
had little status.
• Educated creoles spread
Enlightenment ideas.
f
SKILLBUILDER: Interpreting Charts
1 . Analyzing Causes What was the most frequent political cause of revolution? economic cause? social cause?
2. Contrasting How did the causes of the revolutions in Latin America differ from those of the other three revolutions?
In the 1780s, many French peasants could not afford
bread to feed their families. At the same time, Marie
Antoinette spent so much money on clothes that
her enemies called her Madame Deficit. The harsh
contrast between starvation and luxury sparked the
anger that led to the Revolution.
INTERACTIVE
PRIMARY SOURCE
Political Cartoon, 1789
This French political cartoon portrayed
the way the privileges of the First and
Second estates affected the Third Estate.
DOCUMENT-BASED QUESTION
Do you think a member of the First ,
Second ' or Third Estate created this
cartoon? Interpret the cartoon and
explain who was most likely to hold
the viewpoint conveyed.
PRIMARY SOURCE
l
The English Bill of Rights, 1689
This excerpt from the English Bill of Rights attempted to
justify the Glorious Revolution by describing the injustices
King James II committed.
The late King James the Second, by the assistance of diverse evil
counselors, judges and ministers employed by him, did endeavor to
subvert and extirpate [destroy] the Protestant religion and the laws
and liberties of this kingdom;
By assuming and exercising a power of dispensing with and
suspending of laws and the execution of laws without consent of
Parliament; . . .
By levying money for and to the use of the Crown by pretense
of prerogative [privilege] for other time and in other manner than
the same was granted by Parliament;
By raising and keeping a standing army within this kingdom in
time of peace without consent of Parliament; . . .
By violating the freedom of election of members to serve in
Parliament; . . .
And excessive bail hath been required of persons committed in
criminal cases to elude the benefit of the laws made for the liberty
of the subjects;
And excessive fines have been imposed;
And illegal and cruel punishments inflicted.
DOCUMENT-BASED QUESTION
According to this document, how did King James II take away power
from Parliament? How did he violate the rights of citizens?
PRIMARY SOURCE
Political Cartoon, 1765
This political cartoon expressed
an opinion about the Stamp Act.
The act was a British law that
required all legal and commercial
documents in the American
colonies to carry a stamp showing
that a tax had been paid.
DOCUMENT-BASED
QUESTION
What opinion does this cartoon
express about the effect of the
Stamp Act on the American
economy?
Comparing &
Contrasting
1. How are the opinions expressed by
the three primary sources similar?
2. Reread the excerpt from the English
Bill of Rights. Based on this
document, what causes could you
add to the chart on page 708?
709
unit 5 Comparing & Contrasting: Political Revolutions
Effects of Revolutions
The chart below shows political, economic, and social effects of the various revolutions.
The primary sources on these two pages describe the political outcomes that three
different revolutionaries expected to achieve. Use the chart and the primary sources
together to understand the effects of revolution more fully.
England |
North America J
France
J Latin America
Political
• A constitutional monar-
chy was established.
• The Bill of Rights
increased Parliament's
power and guaranteed
certain rights.
• The overthrow of a
monarch helped inspire
American revolutionaries.
• The United States gained
independence.
• The Constitution set up a
republican government.
• Revolutionary ideals con-
tinued to inspire groups
seeking political equality.
• The American Revolution
inspired later revolutions.
• The Revolution led to
a succession of govern-
ments: a republic, a
dictatorship, a restored
monarchy.
• It created expectations
for equality and free-
dom that sparked later
uprisings in France.
• It inspired later
revolutions.
• Nearly all colonial rule in
Latin America ended.
• New countries were
established.
• Representative govern-
ment was slow to
develop. The military or
the wealthy controlled
much of the region until
the late 1 900s.
Economic
• Because it was answer-
able to taxpayers,
Parliament encouraged
trade.
• The removal of Britain's
mercantilist policies
allowed free enterprise
to develop.
• The Revolution and
ensuing wars with
Europe devastated
France's economy.
• Upper classes kept con-
trol of wealth.
• Many places kept the
plantation system.
Social
• England remained
Protestant.
• The ideals of the
Revolution continued to
inspire groups seeking
social equality.
• The French feudal
system was abolished.
• Much of Latin America
continued to have a
strong class system.
SKILLBUILDER: Interpreting Charts
1 . Contrasting Which revolutions had positive economic effects , and which had negative? Explain.
2. Recognizing Effects What common political effect did the revolutions in North America and Latin America achieve?
PRIMARY SOURCE
INTERACTIVE
Thomas Paine
In this excerpt from the pamphlet Common Sense , Thomas Paine described the ideal
government he wanted to see set up after the American Revolution.
But where, say some, is the king of America? I'll tell you, friend, he reigns above, and
doth not make havoc of mankind like the Royal Brute of Great Britain. ... Let a day
be solemnly set apart for proclaiming the charter [constitution]; let it be brought
forth placed on the divine law, the Word of God; let a crown be placed thereon, by
which the world may know, that so far as we approve of monarchy, that in America
THE LAW IS KING. For as in absolute governments the king is law, so in free
countries the law ought to BE king, and there ought to be no other.
DOCUMENT-BASED QUESTION
What did Paine believe should be the highest power in a new American government?
710 Unit 5 Comparing & Contrasting
PRIMARY SOURCE
Simon Bolivar
“The Jamaica Letter” is
one of Simon Bolivar’s
most important political
documents. In this
excerpt, he discussed his
political goals for South
America after the
revolution — and his fear
that South Americans
were not ready to
achieve those goals.
INTERACTIVE
The role of the inhabitants of the American hemisphere
has for centuries been purely passive. Politically they were
non-existent. ... We have been harassed by a conduct
which has not only deprived us of our rights but has kept
us in a sort of permanent infancy with regard to public
affairs. . . . Americans today, and perhaps to a greater
extent than ever before, who live within the Spanish
system occupy a position in society no better than that of
serfs destined for labor. . . . Although I seek perfection for
the government of my country, I cannot persuade myself
that the New World can, at the moment, be organized as a
great republic.
DOCUMENT-BASED QUESTION
Why did Bolivar believe that South Americans were not
ready for a republican form of government?
PRIMARY SOURCE
INTERACTIVE
Maximilien Robespierre
In a speech given on February 5, 1794, Robespierre described his goals for the French Revolution. In this
excerpt, he explained his reasons for using terror.
It is necessary to annihilate both the internal and external enemies of the republic or perish with its fall.
Now, in this situation your first political maxim should be that one guides the people by reason, and the
enemies of the people by terror.
If the driving force of popular government in peacetime is virtue, that of popular government during
a revolution is both virtue and terror: virtue, without which terror is destructive; terror, without which
virtue is impotent. Terror is only justice that is
prompt, severe, and inflexible; it is thus an
emanation of virtue; it is less a distinct
principle than a consequence of the general
principle of democracy applied to the most
pressing needs of the patrie [nation].
Comparing & Contrasting
DOCUMENT-BASED QUESTION
Why did Robespierre believe the use of terror
against his enemies was necessary?
1. Judging from the information on the chart, which revolutions
resulted in the establishment of representative government,
and which resulted in a return to tyrannical rule?
2 . How do the political goals of the revolutionary leaders quoted
here differ?
3 . Compare the types of government set up in the United States,
France, and Latin America after their revolutions. Did Paine,
Robespierre, and Bolivar achieve the political goals quoted?
Explain.
EXTENSION ACTIVITY
Revolutionary activity continued after the period covered by
this unit. Two major 20th-century revolutions were the Russian
Revolution (see Chapter 30) and the Chinese revolution and
civil war (see Chapter 30 and Chapter 33). Read about one of
these revolutions either in this textbook or in an encyclopedia.
Then create a chart comparing that revolution with either the
American Revolution or the French Revolution.
711
Industrialism and the
Race for Empire
1700-1914
llllilHIili
Although this painting shows
Canton, China, the flags flying
over the fenced-in areas near the
shore are those of Spain, the
United States, Great Britain, and
the Netherlands. Canton was one
of only two Chinese ports open
to Westerners until 1842.
Comparing & Contrasting
Scientific and Technological Changes
In Unit 6, you will learn about scientific and technological changes that
led to the Industrial Revolution and helped Western nations establish
colonies around the world. At the end of the unit, you will have a
chance to compare and contrast those changes. (See pages 830-835.)
CHAPTER
The Industrial
Revolution, 1700-1900
Previewing Main Ideas
| SCIENCE AND TECHNOLOGY [ From the spinning jenny to the locomotive
train, there was an explosion of inventions and technological advances. These
improvements paved the way for the Industrial Revolution.
Geography What other European countries besides England had coal, iron,
and textile industries in the 1800 s?
The global power balance shifted after the Industrial
occurred because industrialized nations dominated the
rest of the world.
Geography Study the map. Which country appears to be the most
industrialized?
EMPIRE BUILDING
Revolution. This shift
ECONOMICS
The Industrial Revolution transformed economic systems. In
part, this was because nations dramatically changed the way they produced
and distributed goods.
Geography What geographic factors might have encouraged the
development of industry in certain places?
f
INTEGRATED TECHNOLOGY 7 **^
n
eEdition <&§
INTERNET RESOURCES
• Interactive Maps
Go to classzone.com for:
• Interactive Visuals
• Research Links
• Maps
• Interactive Primary Sources
• Internet Activities
• Test Practice
® VIDEO Patterns of Interaction
video series: The Industrial
• Primary Sources
• Chapter Quiz
• Current Events
and Electronic Revolutions
1750
1765
James Watt builds
steam engine.
EUROPE AND
UNITED STATES
1701
Jethro Tull invents
seed drill. ►
1736
Qian-long begins his reign
as emperor of China,
(Imperial Palace compound at Beijing) ►
714
Industrialization 1870
• City population
greater than 250JXID
— Major railroads
constructed by 1870
Industry
& Iron working
Q Textile industry
□ Coal mining
UNITED ;
KINGDOM
NETHERLANDS
ELGIU
AUSTRIA-
HUNGARY
PORTUGAL
1793 1
Eli Whitney 1
invents
cotton gin. ^
1848
Marx and Engels
publish The Communist
Manifesto. >
1875
British unions win
right to strike.
Industry in Europe, 1870
1804
Haiti wins freedom
from France.
OO
1867
Meiji era begins a
period of modernization
in Japan.
1869
Suez Canal
opens in Africa.
ES*
715
What are fair working
conditions ?
You are a 15 -year-old living in England where the Industrial Revolution has
spurred the growth of thousands of factories. Cheap labor is in great demand.
Like millions of other teenagers, you do not go to school. Instead, you work in
a factory 6 days a week, 14 hours a day. The small pay you receive is needed to
help support your family. You trudge to work before dawn every day and work
until after sundown. Inside the workplace the air is hot and foul, and after
sunset it is so dark it is hard to see. Minding the machines is exhausting, dirty,
and dangerous.
Q Long hours: The sun
may be shining through
the windows as this
child's day begins, but
it will have disappeared
by the time his day
ends.
Q Dangerous machines:
Children usually worked
in bare feet with no
safety equipment
among machines with
many moving parts.
0 Hot temperatures and
dust-filled air: Dust
particles from thousands
of bobbins cling to the
clothing and hang in
air heated by the
machinery.
EXAMINING the ISSUES
• Would you attempt to change your working conditions in
the factory?
• Would you join a union, go to school, or run away?
In small groups, discuss these questions. Share your conclusions
with your class. In your discussions, think about how children lived
in preindustrial and industrial societies all over the world. As you
read about the changes caused by industrialization, note how reform
movements eventually improved conditions for most laborers.
716 Chapter 25
The Beginnings of Industrialization
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
1
SCIENCE AND TECHNOLOGY
The Industrial Revolution started
in England and soon spread to
other countries.
The changes that began in
Britain paved the way for
modern industrial societies.
• Industrial
Revolution
• enclosure
• crop rotation
• industrialization
• factors of
production
• factory
• entrepreneur
SETTING THE STAGE In the United States, France, and Latin America, politi-
cal revolutions brought in new governments. A different type of revolution now
transformed the way people worked. The Industrial Revolution refers to the
greatly increased output of machine-made goods that began in England in the
middle 1700s. Before the Industrial Revolution, people wove textiles by hand.
Then, machines began to do this and other jobs. Soon the Industrial Revolution
spread from England to Continental Europe and North America.
Industrial Revolution Begins in Britain
In 1700, small farms covered England’s landscape. Wealthy landowners, how-
ever, began buying up much of the land that village farmers had once worked.
The large landowners dramatically improved farming methods. These innova-
tions amounted to an agricultural revolution.
TAKING NOTES
Following Chronological
Order On a time line,
note important events in
Britain's industrialization.
The Agricultural Revolution Paves the Way After buying up the land of vil-
lage farmers, wealthy landowners enclosed their land with fences or hedges. The
increase in their landholdings enabled them to cultivate larger fields. Within
these larger fields, called enclosures , landowners experimented with more pro-
ductive seeding and harvesting methods to boost crop yields. The enclosure
movement had two important results. First, landowners tried new agricultural
methods. Second, large landowners forced small farmers to become tenant farm-
ers or to give up farming and move to the cities.
Jethro Tull was one of the first of these scientific farmers. He saw that the
usual way of sowing seed by scattering it across the ground was wasteful. Many
seeds failed to take root. He solved this problem with an invention called the seed
drill in about 1701. It allowed farmers to sow seeds in well-spaced rows at spe-
cific depths. A larger share of the seeds took root, boosting crop yields.
1700 I62>0
Rotating Crops The process of crop rotation proved to be one of the best devel-
opments by the scientific farmers. The process improved upon older methods of
crop rotation, such as the medieval three-field system discussed in Chapter 14.
One year, for example, a farmer might plant a field with wheat, which exhausted
soil nutrients. The next year he planted a root crop, such as turnips, to restore
nutrients. This might be followed in turn by barley and then clover.
The Industrial Revolution 717
► An English
farmer plants his
fields in the early
1700s using a
seed drill.
Livestock breeders improved their methods too. In the 1700s, for example,
Robert Bakewell increased his mutton (sheep meat) output by allowing only his
best sheep to breed. Other farmers followed Bakewell’s lead. Between 1700 and
1786, the average weight for lambs climbed from 18 to 50 pounds. As food sup-
plies increased and living conditions improved, England’s population mushroomed.
An increasing population boosted the demand for food and goods such as cloth. As
farmers lost their land to large enclosed farms, many became factory workers. A,
Why the Industrial Revolution Began in England In addition to a large popula-
tion of workers, the small island country had extensive natural resources.
Industrialization, which is the process of developing machine production of
goods, required such resources. These natural resources included
• water power and coal to fuel the new machines
• iron ore to construct machines, tools, and buildings
• rivers for inland transportation
• harbors from which merchant ships set sail
In addition to its natural resources, Britain had an expanding economy to support
industrialization. Businesspeople invested in the manufacture of new inventions.
Britain’s highly developed banking system also contributed to the country’s indus-
trialization. People were encouraged by the availability of bank loans to invest in
new machinery and expand their operations. Growing overseas trade, economic
prosperity, and a climate of progress led to the increased demand for goods.
Britain’s political stability gave the country a tremendous advantage over its
neighbors. Though Britain took part in many wars during the 1700s, none occurred
on British soil. Their military successes gave the British a positive attitude.
Parliament also passed laws to help encourage and protect business ventures. Other
countries had some of these advantages. But Britain had all the factors of pro-
duction. the resources needed to produce goods and services that the Industrial
Revolution required. They included land, labor, and capital (or wealth).
MAIN IDEA
Recognizing
Effects
A, How did popu-
lation growth spur
the Industrial
Revolution?
Inventions Spur Industrialization
In an explosion of creativity, inventions now revolutionized industry. Britain’s
textile industry clothed the world in wool, linen, and cotton. This industry was the
first to be transformed. Cloth merchants boosted their profits by speeding up the
process by which spinners and weavers made cloth.
Changes in the Textile Industry As you will learn in the feature on textile tech-
nology on page 719, by 1800, several major inventions had modernized the cotton
industry. One invention led to another. In 1733, a machinist named John Kay made
a shuttle that sped back and forth on wheels. This flying shuttle, a boat-shaped piece
718 Chapter 25
Global-Impacts Revolutions in Technology
Textiles Industrialize First
British Cotton Consumption, 1800-1900
Patterns of Interaction
Technology Transforms an Age: The
Industrial and Electronic Revolutions
Inventions in the textile industry started in Britain
and brought about the Industrial Revolution. This
revolution soon spread to other countries. The
process of industrialization is still spreading around
the world, especially in developing countries. A
similar technological revolution is occurring in
electronics today, transforming the distribution of
information around the world.
1. Synthesizing How might the
technological innovation and
industrialization that took place in
the textile industry during the
Industrial Revolution have provided
a model for other industries?
See Skillbuilder Handbook, Page R21.
2. Recognizing Effects Research the
textile industry today to learn how it
has been affected by new technology,
including computerization. Prepare a
two-paragraph summary on the
effects of the new technology.
719
► John Kay's flying
shuttle (below)
speedily carried
threads of yarn
back and forth
when the weaver
pulled a handle on
the loom. The
flying shuttle
greatly increased
the productivity
of weavers.
a Flying
shuttle
The Industrial Revolution that began in Britain was spurred by a
revolution in technology It started in the textile industry, where
inventions in the late 1700s transformed the manufacture of cloth.
The demand for clothing in Britain had greatly increased as a
result of the population boom caused by the agricultural revolution.
These developments, in turn, had an impact worldwide. For
example, the consumption of cotton rose dramatically in Britain
(see graph at right). This cotton came from plantations in the
American South, where cotton production skyrocketed from
1820 to 1860 in response to demand from English textile mills.
1000
900
800
700
600
500
400
300
200
100
Source: European Historical Statistics, 1750-1975
History n Depth
Inventions in America
In the United States, American inventors worked at making
railroad travel more comfortable, inventing adjustable
upholstered seats. They also revolutionized agriculture, manu-
facturing, and communications:
1831 Cyrus McCormick's reaper boosted American wheat
production.
1837 Samuel F. B. Morse, a New England painter, first sent
electrical signals over a telegraph.
1851 I. M. Singer improved the sewing machine by inventing a
foot treadle (see photograph).
1876 Scottish-born inventor Alexander Graham Bell patented
the telephone.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY Create a photo exhibit on
American inventions of the 19th century. Include
the name of the inventor and the date with each
photograph. Go to classzone.com for your research.
of wood to which yarn was attached, doubled the work a weaver could do in a day.
Because spinners could not keep up with these speedy weavers, a cash prize
attracted contestants to produce a better spinning machine. Around 1764, a textile
worker named James Hargreaves invented a spinning wheel he named after his
daughter. His spinning jenny allowed one spinner to work eight threads at a time.
At first, textile workers operated the flying shuttle and the spinning jenny by
hand. Then, Richard Arkwright invented the water frame in 1769. This machine
used the waterpower from rapid streams to drive spinning wheels. In 1779, Samuel
Crompton combined features of the spinning jenny and the water frame to produce
the spinning mule. The spinning mule made thread that was stronger, finer, and
more consistent than earlier spinning machines. Run by waterpower, Edmund
Cartwright’s power loom sped up weaving after its invention in 1787. &
The water frame, the spinning mule, and the power loom were bulky and expen-
sive machines. They took the work of spinning and weaving out of the house.
Wealthy textile merchants set up the machines in large buildings called factories .
Factories needed waterpower, so the first ones were built near rivers and streams:
MAIN [PEA
Summarizing
1/ What inventions
transformed the
textile industry?
PRIMARY SOURCE
A great number of streams . . . furnish water-power adequate to turn many hundred
mills: they afford the element of water, indispensable for scouring, bleaching, printing,
dyeing, and other processes of manufacture: and when collected in their larger
channels, or employed to feed canals, they supply a superior inland navigation, so
important for the transit of raw materials and merchandise.
EDWARD BAINS, The History of Cotton Manufacture in Great Britain ( 1835 )
England’s cotton came from plantations in the American South in the 1790s.
Removing seeds from the raw cotton by hand was hard work. In 1793, an American
inventor named Eli Whitney invented a machine to speed the chore. His cotton gin
multiplied the amount of cotton that could be cleaned. American cotton production
skyrocketed from 1.5 million pounds in 1790 to 85 million pounds in 1810.
720 Chapter 25
Improvements in Transportation
Progress in the textile industry spurred other industrial improvements. The
first such development, the steam engine, stemmed from the search for a cheap,
convenient source of power. As early as 1705, coal miners were using steam-
powered pumps to remove water from deep mine shafts. But this early model of a
steam engine gobbled great quantities of fuel, making it expensive to run.
Watt's Steam Engine James Watt, a mathematical instrument maker at the
University of Glasgow in Scotland, thought about the problem for two years. In
1765, Watt figured out a way to make the steam engine work faster and more effi-
ciently while burning less fuel. In 1774, Watt joined with a businessman named
Matthew Boulton. Boulton was an entrepreneur (AHN*truh*pruh*NUR), a person
who organizes, manages, and takes on the risks of a business. He paid Watt a salary
and encouraged him to build better engines.
Water Transportation Steam could also propel boats. An American inventor
named Robert Fulton ordered a steam engine from Boulton and Watt. He built a
steamboat called the Clermont , which made its first successful trip in 1807. The
Clermont later ferried passengers up and down New York’s Hudson River.
In England, water transportation improved with the creation of a network of
canals, or human-made waterways. By the mid- 1800s, 4,250 miles of inland chan-
nels slashed the cost of transporting both raw materials and finished goods.
Road Transportation British roads improved, too, thanks largely to the efforts of
John McAdam, a Scottish engineer. Working in the early 1800s, McAdam equipped
road beds with a layer of large stones for drainage. On top, he placed a carefully
smoothed layer of crushed rock. Even in rainy weather heavy wagons could travel
over the new “macadam” roads without sinking in mud.
Private investors formed companies that built roads and then operated them for
profit. People called the new roads turnpikes because travelers had to stop at toll-
gates (turnstiles or turnpikes) to pay tolls before traveling farther.
The Railway Age Begins
Steam-driven machinery powered English factories in the late 1700s. A steam
engine on wheels — the railroad locomotive — drove English industry after 1820.
Steam-Driven Locomotives In 1804, an English engineer named Richard
Trevithick won a bet of several thousand dollars. He did this by hauling ten tons of
iron over nearly ten miles of track in a steam-driven locomotive. Other British engi-
neers soon built improved versions of Trevithick’s locomotive. One of these early
▼ First-class
passengers on
the Liverpool-
Manchester
Railway in the
1830s rode
in covered
cars; all others,
in open cars.
L A- -A M k A:. -AT j L -X L. , Jfct.
~jj J A u *** L' ,• ’vJJp''
The Industrial Revolution 72 1
Railroads Revolutionize Life in Britain The invention and perfec-
tion of the locomotive had at least four major effects. First, railroads
spurred industrial growth by giving manufacturers a cheap way to transport mate-
rials and finished products. Second, the railroad boom created hundreds of thou-
sands of new jobs for both railroad workers and miners. These miners provided
iron for the tracks and coal for the steam engines. Third, the railroads boosted
England’s agricultural and fishing industries, which could transport their products
to distant cities.
Finally, by making travel easier, railroads encouraged country people to take dis-
tant city jobs. Also, railroads lured city dwellers to resorts in the countryside. Like
a locomotive racing across the country, the Industrial Revolution brought rapid and
unsettling changes to people’s lives. ^
a George
Stephenson's
Rocket
railroad engineers was George Stephenson. He had gained a solid rep-
utation by building some 20 engines for mine operators in northern
England. In 1821, Stephenson began work on the world’s first railroad
line. It was to run 27 miles from the Yorkshire coal fields to the port of
Stockton on the North Sea. In 1825, the railroad opened. It used four
locomotives that Stephenson had designed and built.
The Liverpool-Manchester Railroad News of this success quickly
spread throughout Britain. The entrepreneurs of northern England
wanted a railroad line to connect the port of Liverpool with the
inland city of Manchester. The track was laid. In 1829, trials were
held to choose the best locomotive for use on the new line. Five
engines entered the competition. None could compare with the
Rocket , designed by Stephenson and his son.
Smoke poured from the Rocket's tall smokestack, and its two pis-
tons pumped to and fro as they drove the front wheels. The locomo-
tive hauled a 13 -ton load at an unheard-of speed — more than 24
miles per hour. The Liverpool-Manchester Railway opened officially
in 1830. It was an immediate success.
MAIN IDEA
Synthesizing
How did
improvements in
transportation pro-
mote industrializa-
tion in Britain?
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Industrial Revolution • enclosure • crop rotation • industrialization • factors of production • factory • entrepreneur
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which of the events listed do
3. What were four factors that
6. EVALUATING Was the revolution in agriculture necessary
you think was the most
contributed to industrialization
to the Industrial Revolution? Explain.
mportant? Explain.
noo mo
! 1 1
in Britain?
4. How did rising population help
the Industrial Revolution?
5. What American invention aided
the British textile industry?
7. MAKING INFERENCES What effect did entrepreneurs have
upon the Industrial Revolution?
8. FORMING AND SUPPORTING OPINIONS Do you agree or
disagree with the statement that the steam engine was
the greatest invention of the Industrial Revolution? Why?
9. WRITING ACTIVITY SCIENCE AND TECHNOLOGY! Write a
letter, as a British government official during the
Industrial Revolution, to an official in a nonindustrial
nation explaining how the railroad has changed Britain.
CONNECT TO TODAY
CREATING AN ILLUSTRATED NEWS ARTICLE
Find information on a recent agricultural or technological invention or improvement. Write a
two-paragraph news article about its economic effects and include an illustration, if possible.
722 Chapter 25
Industrialization
Case Study: Manchester
MAIN IDEA
ECONOMICS The factory system
changed the way people lived
and worked, introducing a
variety of problems.
WHY IT MATTERS NOW
Many less-developed countries
are undergoing the difficult
process of industrialization
today.
TERMS & NAMES
• urbanization
• middle class
SETTING THE STAGE The Industrial Revolution affected every part of life in
Great Britain, but proved to be a mixed blessing. Eventually, industrialization led
to a better quality of life for most people. But the change to machine production
initially caused human suffering. Rapid industrialization brought plentiful jobs,
but it also caused unhealthy working conditions, air and water pollution, and the
ills of child labor. It also led to rising class tensions, especially between the work-
ing class and the middle class.
Industrialization Changes Life
The pace of industrialization accelerated rapidly in Britain. By the 1800s, peo-
ple could earn higher wages in factories than on farms. With this money, more
people could afford to heat their homes with coal from Wales and dine on
Scottish beef. They wore better clothing, too, woven on power looms in
England’s industrial cities. Cities swelled with waves of job seekers.
Industrial Cities Rise For centuries, most Europeans had lived in rural areas.
After 1800, the balance shifted toward cities. This shift was caused by the growth
of the factory system, where the manufacturing of goods was concentrated in a
central location. Between 1800 and 1850, the number of European cities boast-
ing more than 100,000 inhabitants rose from 22 to 47. Most of Europe’s urban
areas at least doubled in population; some even quadrupled. This period was one
of urbanization — city building and the movement of people to cities.
TAKING NOTES
Outlining Organize main
ideas and details.
J. Industrialisation
Changes L-ife,
A.
ft
)). Class T ensions
Grow
◄ As cities grew,
people crowded
into tenements
and row houses
such as these in
London.
Case Study 723
The Day of a Child Laborer, William Cooper
William Cooper began working in a tex-
tile factory at the age of ten. He had a
sister who worked upstairs in the
same factory. In 1832, Cooper was
called to testify before a parliamen-
tary committee about the conditions
among child laborers in the textile
industry. The following sketch of his
day is based upon his testimony.
©
5 a.m. The workday
began. Cooper and his
sister rose as early as
4:00 or 4:30 in order to
get to the factory by
5:00. Children usually
ate their breakfast on
the run.
12 noon The children were
given a 40-minute break for
lunch. This was the only
break they received all day.
Factories developed in clusters because entrepreneurs built them near sources of
energy, such as water and coal. Major new industrial centers sprang up between the
coal-rich area of southern Wales and the Clyde River valley in Scotland. But the
biggest of these centers developed in England. (See map on page 715.)
Britain’s capital, London, was the country’s most important city. It had a popu-
lation of about one million people by 1800. During the 1800s, its population
exploded, providing a vast labor pool and market for new industry. London became
Europe’s largest city, with twice as many people as its closest rival (Paris). Newer
cities challenged London’s industrial leadership. Birmingham and Sheffield
became iron-smelting centers. Leeds and Manchester dominated textile manufac-
turing. Along with the port of Liverpool, Manchester formed the center of Britain’s
bustling cotton industry. During the 1800s, Manchester experienced rapid growth
from around 45,000 in 1760 to 300,000 by 1850.
t Elizabeth Gaskell
(1810-1865) was
a British writer
whose novels show
a sympathy for the
working class.
Living Conditions Because England’s cities grew rapidly, they had no develop-
ment plans, sanitary codes, or building codes. Moreover, they lacked adequate
housing, education, and police protection for the people who poured in from the
countryside to seek jobs. Most of the unpaved streets had no drains, and garbage
collected in heaps on them. Workers lived in dark, dirty shelters, with whole fam-
ilies crowding into one bedroom. Sickness was widespread. Epidemics of the deadly
disease cholera regularly swept through the slums of Great Britain’s industrial cities.
In 1842, a British government study showed an average life span to be 17 years for
working-class people in one large city, compared with 38 years in a nearby rural area.
Elizabeth Gaskell’s Mary Barton (1848) is a work of fiction. But it presents a
startlingly accurate portrayal of urban life experienced by many at the time.
Gaskell provides a realistic description of the dank cellar dwelling of one family in
a Manchester slum:
PRIMARY SOURCE
You went down one step even from the foul area into the cellar in which a family of
human beings lived. It was very dark inside. The window-panes many of them were
broken and stuffed with rags .... the smell was so fetid [foul] as almost to knock
the two men down. . . . they began to penetrate the thick darkness of the place,
and to see three or four little children rolling on the damp, nay wet brick floor,
through which the stagnant, filthy moisture of the street oozed up.
ELIZABETH GASKELL, Mary Barton
MAIN IDEA
Analyzing Primary
Sources
How does
Gaskell indicate her
sympathy for the
working class in this
passage?
724 Chapter 25
But not everyone in urban areas lived miserably. Well-to-do merchants and factory
owners often built luxurious homes in the suburbs.
3 p.m. The children
often became drowsy
during the afternoon
or evening hours. In
order to keep them
awake, adult over-
seers sometimes
whipped the children.
6 p.m. There was no
break allowed for an
evening meal. Children
again ate on the run.
9 p.m. William Cooper's
day ended after an
exhausting 16-hour shift
at work.
11 p.m. Cooper's sister worked
another two hours even
though she had to be back at
work at 5:00 the next morning.
Working Conditions To increase production, factory owners wanted to keep their
machines running as many hours as possible. As a result, the average worker spent
14 hours a day at the job, 6 days a week. Work did not change with the seasons, as it
did on the farm. Instead, work remained the same week after week, year after year.
Industry also posed new dangers for workers. Factories were seldom well lit or
clean. Machines injured workers. A boiler might explode or a drive belt might
catch an arm. And there was no government program to provide aid in case of
injury. The most dangerous conditions of all were found in coal mines. Frequent
accidents, damp conditions, and the constant breathing of coal dust made the aver-
age miner’s life span ten years shorter than that of other workers. Many women and
children were employed in the mining industry because they were the cheapest
source of labor.
MAIN IDEA
Summarizing
& Describe the
social classes in
Britain.
Class Tensions Grow
Though poverty gripped Britain’s working classes, the Industrial Revolution cre-
ated enormous amounts of wealth in the nation. Most of this new money belonged
to factory owners, shippers, and merchants. These people were part of a growing
middle class , a social class made up of skilled workers, professionals, business-
people, and wealthy farmers.
The Middle Class The new middle class transformed the social structure of Great
Britain. In the past, landowners and aristocrats had occupied the top position in
British society. With most of the wealth, they wielded the social and political
power. Now some factory owners, merchants, and bankers grew wealthier than the
landowners and aristocrats. Yet important social distinctions divided the two
wealthy classes. Landowners looked down on those who had made their fortunes
in the “vulgar” business world. Not until late in the 1800s were rich entrepreneurs
considered the social equals of the lords of the countryside.
Gradually, a larger middle class — neither rich nor poor — emerged. The upper
middle class consisted of government employees, doctors, lawyers, and managers
of factories, mines, and shops. The lower middle class included factory overseers
and such skilled workers as toolmakers, mechanical drafters, and printers. These
people enjoyed a comfortable standard of living. B/
The Working Class During the years 1800 to 1850, however, laborers, or the
working class, saw little improvement in their living and working conditions. They
watched their livelihoods disappear as machines replaced them. In frustration,
some smashed the machines they thought were putting them out of work.
Case Study 725
One group of such workers was called the Luddites. They were named after Ned
Ludd. Ludd, probably a mythical English laborer, was said to have destroyed weav-
ing machinery around 1779. The Luddites attacked whole factories in northern
England beginning in 181 1, destroying laborsaving machinery. Outside the factories,
mobs of workers rioted, mainly because of poor living and working conditions.
Positive Effects of the Industrial Revolution
Despite the problems that followed industrialization, the Industrial Revolution had
a number of positive effects. It created jobs for workers. It contributed to the wealth
of the nation. It fostered technological progress and invention. It greatly increased
the production of goods and raised the standard of living. Perhaps most important,
it provided the hope of improvement in people’s lives.
The Industrial Revolution produced a number of other benefits as well. These
included healthier diets, better housing, and cheaper, mass-produced clothing.
Because the Industrial Revolution created a demand for engineers as well as cleri-
cal and professional workers, it expanded educational opportunities.
The middle and upper classes prospered immediately from the Industrial
Revolution. For the workers it took longer, but their lives gradually improved
during the 1800s. Laborers eventually won higher wages, shorter hours, and better
working conditions after they joined together to form labor unions.
Long-Term Effects The long-term effects of the Industrial Revolution are still evi-
dent. Most people today in industrialized countries can afford consumer goods that
would have been considered luxuries 50 or 60 years ago. In addition, their living
and working conditions are much improved over those of workers in the 19th cen-
tury. Also, profits derived from industrialization produced tax revenues. These
funds have allowed local, state, and federal governments to invest in urban
improvements and raise the standard of living of most city dwellers.
The economic successes of the Industrial Revolution, and also the problems cre-
ated by it, were clearly evident in one of Britain’s new industrial cities in the
1 800s — Manchester.
Case Study: Manchester
The Mills of Manchester
Manchester’s unique advantages made it a leading example of the new industrial
city. This northern English town had ready access to waterpower. It also had avail-
able labor from the nearby countryside and an outlet to the sea at Liverpool.
“From this filthy sewer pure gold flows,” wrote Alexis de Tocqueville
(ah*lehk*SEE duh TOHK*vihl), the French writer, after he visited Manchester in
1835. Indeed, the industrial giant showed the best and worst of the Industrial
Revolution. Manchester’s rapid, unplanned growth made it an unhealthy place for
the poor people who lived and worked there. But wealth flowed from its factories.
It went first to the mill owners and the new middle class. Eventually, although not
immediately, the working class saw their standard of living rise as well.
Manchester’s business owners took pride in mastering each detail of the manu-
facturing process. They worked many hours and risked their own money. For their
efforts, they were rewarded with high profits. Many erected gracious homes on the
outskirts of town.
To provide the mill owners with high profits, workers labored under terrible
conditions. Children as young as six joined their parents in the factories. There, for
six days a week, they toiled from 6 a.m. to 7 or 8 p.m., with only half an hour for
726 Chapter 25
Analyzing Key Concepts
Industrialization
Industrialization is the process of developing industries that use machines to
produce goods. This process not only revolutionizes a country's economy, it
also transforms social conditions and class structures.
Effects of Industrialization
Working Conditions
Industry created many new jobs.
Factories were dirty, unsafe, and dangerous.
• Factory bosses exercised harsh discipline.
► Long-Term Effect Workers won higher wages,
shorter hours, better conditions.
Social Classes
industrialization
Factory workers were overworked and underpaid.
Overseers and skilled workers rose to lower middle
class. Factory owners and merchants formed upper
middle class.
• Upper class resented those in middle class who
became wealthier than they were.
► Long-Term Effect Standard of living generally rose.
Size of Cities
Factories brought job seekers to cities.
Urban areas doubled, tripled, or quadrupled in size.
• Many cities specialized in certain industries.
► Long-Term Effect Suburbs grew as people fled
crowded cities.
Living Conditions
Cities lacked sanitary codes or building controls.
Housing, water, and social services were scarce.
• Epidemics swept through the city.
► Long-Term Effect Housing, diet, and clothing improved.
▼ This engraving shows urban growth
and industrial pollution in Manchester.
DATA FILE
GROWTH OF CITIES
MANCHESTER
Population (in thousands)
BIRMINGHAM
Population (in thousands)
GLASGOW
Population (in thousands)
344
B
■
1870
522
1870
LONDON
Population (in thousands)
Source: European Historical
Statistics, 1750-1975
Connect to Today
1. Recognizing Effects What were
some advantages and disadvantages
of industrialization?
See Skillbuilder Handbook, page R6.
2. Making Inferences Many nations
around the world today are trying to
industrialize. What do you think they
hope to gain from that process?
727
Connect ^Today
Child Labor Today
To save on labor costs, many
corporations have moved their
operations to developing countries,
where young children work long
hours under wretched conditions. In
2007, their number was estimated at
218 million children aged 5-17. They
are unprotected by labor laws. For
mere pennies per hour, children
weave carpets, sort vegetables, or
assemble expensive athletic shoes.
Several organizations are working
to end child labor, including the Child
Welfare League of America and the
International Labor Rights Fund.
lunch and an hour for dinner. To keep the children awake,
mill supervisors beat them. Tiny hands repaired broken
threads in Manchester’s spinning machines, replaced thread
in the bobbins, or swept up cotton fluff. The dangerous
machinery injured many children. The fluff filled their
lungs and made them cough.
Until the first Factory Act passed in 1819, the British gov-
ernment exerted little control over child labor in Manchester
and other factory cities. The act restricted working age and
hours. For years after the act passed, young children still did
heavy, dangerous work in Manchester’s factories. U
Putting so much industry into one place polluted the nat-
ural environment. The coal that powered factories and
warmed houses blackened the air. Textile dyes and other
wastes poisoned Manchester’s Irwell River. An eyewitness
observer wrote the following description of the river in 1 862:
MAIN ID I A
Drawing
Conclusions
C, Whose interests
did child labor
serve?
PRIMARY SOURCE
Steam boilers discharge into it their seething contents, and
drains and sewers their fetid impurities; till at length it rolls on—
here between tall dingy walls, there under precipices of red
sandstone— considerably less a river than a flood of liquid
manure.
HUGH MILLER, "Old Red Sandstone"
Like other new industrial cities of the 19th century,
Manchester produced consumer goods and created wealth
on a grand scale. Yet, it also stood as a reminder of the ills
of rapid and unplanned industrialization.
As you will learn in Section 3, the industrialization that
began in Great Britain spread to the United States and to
continental Europe in the 1800s.
SECTION
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• urbanization • middle class
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which change brought about
3. Why did people flock to British
6. SUMMARIZING How did industrialization contribute to
by industrialization had the
cities and towns during the
city growth?
greatest impact?
Industrial Revolution?
7. EVALUATING How were class tensions affected by the
1. Industrialisation
Changes L ife
4. What social class expanded as
a result of industrialization?
Industrial Revolution?
8. FORMING AND SUPPORTING OPINIONS The Industrial
A.
5. What were some of the
Revolution has been described as a mixed blessing. Do
£>.
negative effects of the rapid
you agree or disagree? Support your answer with text
)). Class T ensions
growth of Manchester?
references.
Grow
9. WRITING ACTIVITY ECONOMICS | As a factory owner during
the Industrial Revolution, write a letter to a newspaper
justifying working conditions in your factory.
f]»7:vd CREATING A COMPARISON CHART
Make a comparison chart listing information on child labor in three developing nations— one
each from Asia, Africa, and Latin America— and compare with data from the United States.
728 Chapter 25
Industrialization Spreads
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
EMPIRE BUILDING The
The Industrial Revolution set the
• stock
industrialization that began in
Great Britain spread to other
stage for the growth of modern
cities and a global economy.
• corporation
parts of the world.
SETTING THE STAGE Great Britain’s favorable geography and its financial
systems, political stability, and natural resources sparked industrialization. British
merchants built the world’s first factories. When these factories prospered, more
laborsaving machines and factories were built. Eventually, the Industrial
Revolution that had begun in Britain spread both to the United States and to con-
tinental Europe. Countries that had conditions similar to those in Britain were ripe
for industrialization.
Industrial Development in the United States
The United States possessed the same resources that allowed Britain to mecha-
nize its industries. America had fast- flowing rivers, rich deposits of coal and iron
ore, and a supply of laborers made up of farm workers and immigrants. During
the War of 1812, Britain blockaded the United States, trying to keep it from
engaging in international trade. This blockade forced the young country to use
its own resources to develop independent industries. Those industries would
manufacture the goods the United States could no longer import.
▼ Teenage mill
girls at a Georgia
cotton mill
Industrialization in the United States As in Britain, industrialization in the
United States began in the textile industry. Eager to keep the secrets of industri-
alization to itself, Britain had forbidden engineers, mechanics, and toolmakers to
leave the country. In 1789, however, a young British mill worker named Samuel
Slater emigrated to the United States. There, Slater built a spinning machine
from memory and a partial design. The fol-
lowing year, Moses Brown opened the first
factory in the United States to house Slater’s
machines in Pawtucket, Rhode Island. But the
Pawtucket factory mass-produced only one
part of finished cloth, the thread.
In 1813, Francis Cabot Lowell of Boston
and four other investors revolutionized the
American textile industry. They mechanized
every stage in the manufacture of cloth. Their
weaving factory in Waltham, Massachusetts,
earned them enough money to fund a larger
TAKING NOTES
Comparing Use a Venn
diagram to compare
industrialization in the
United States and in
Europe.
The Industrial Revolution 729
The Growth of Railroads in the United States
A
Railroad System, 1840
Railroad System, 1890
Total trackage: 208,152 miles
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1. Region In what part of the country were the first railroads built? By 1890, what other part
of the country was densely covered by railroad tracks?
2. Movement In what direction did the railroads help people move across the country?
operation in another Massachusetts town. When Lowell died, the remaining part-
ners named the town after him. By the late 1820s, Lowell, Massachusetts, had
become a booming manufacturing center and a model for other such towns.
Thousands of young single women flocked from their rural homes to work as
mill girls in factory towns. There, they could make higher wages and have some
independence. However, to ensure proper behavior, they were watched closely
inside and outside the factory by their employers. The mill girls toiled more than
12 hours a day, 6 days a week, for decent wages. For some, the mill job was an
alternative to being a servant and was often the only other job open to them:
PRI M ARY SOURCE &
Country girls were naturally independent, and the feeling that at this new work the few
hours they had of everyday leisure were entirely their own was a satisfaction to them.
They preferred it to going out as "hired help." It was like a young man's pleasure in
entering upon business for himself. Girls had never tried that experiment before, and
they liked it.
LUCY LARCOM, A New England Girlhood
Analyzing Primary
Sources
A/ Why did Lucy
Larcom think mill
work benefited
young women?
Textiles led the way, but clothing manufacture and shoemaking also underwent
mechanization. Especially in the Northeast, skilled workers and farmers had for-
merly worked at home. Now they labored in factories in towns and cities such as
Waltham, Lowell, and Lawrence, Massachusetts.
Later Expansion of U.S. Industry The Northeast experienced much industrial
growth in the early 1800s. Nonetheless, the United States remained primarily agri-
cultural until the Civil War ended in 1865. During the last third of the 1800s, the
country experienced a technological boom. As in Britain, a number of causes con-
tributed to this boom. These included a wealth of natural resources, among them
oil, coal, and iron; a burst of inventions, such as the electric light bulb
and the telephone; and a swelling urban population that consumed the new
manufactured goods.
Also, as in Britain, railroads played a major role in America’s industrialization.
Cities like Chicago and Minneapolis expanded rapidly during the late 1800s. This
730 Chapter 25
was due to their location along the nation’s expanding railroad lines. Chicago’s
stockyards and Minneapolis’s grain industries prospered by selling products to the
rest of the country. Indeed, the railroads themselves proved to be a profitable busi-
ness. By the end of the 1800s, a limited number of large, powerful companies con-
trolled more than two-thirds of the nation’s railroad tracks. Businesses of all kinds
began to merge as the railroads had. Smaller companies joined together to form a
larger one.
The Rise of Corporations Building large businesses like railroads required a great
deal of money. To raise the money, entrepreneurs sold shares of stock , or certain
rights of ownership. Thus people who bought stock became part owners of these
businesses, which were called corporations. A corporation is a business owned by
stockholders who share in its profits but are not personally responsible for its
debts. Corporations were able to raise the large amounts of capital needed to invest
in industrial equipment.
In the late 1800s, large corporations such as Standard Oil (founded by John D.
Rockefeller) and the Carnegie Steel Company (founded by Andrew Carnegie)
sprang up. They sought to control every aspect of their own industries in order to
make big profits. Big business — the giant corporations that controlled entire indus-
tries — also made big profits by reducing the cost of producing goods. In the United
States as elsewhere, workers earned low wages for laboring long hours, while
stockholders earned high profits and corporate leaders made fortunes.
Continental Europe Industrializes
European businesses yearned to adopt the “British miracle,” the result of Britain’s
profitable new methods of manufacturing goods. But the troubles sparked by the
French Revolution and the Napoleonic wars between 1789 and 1815 had halted
trade, interrupted communication, and caused inflation in some parts of the conti-
nent. European countries watched the gap widen between themselves and Britain.
Even so, industrialization eventually reached continental Europe.
▼ Danish
workers labor
in a steel mill
in this 1885
painting by Peter
Severin Kroyer.
731
Industrialization in Japan
With the beginning of the Meiji
era in Japan in 1868, the central
government began an ambitious
program to transform the country
into an industrialized state. It
financed textile mills, coal mines,
shipyards, and cement and other
factories. It also asked private
companies to invest in industry.
Some companies had been in
business since the 1600s. But new
companies sprang up too. Among
them was the Mitsubishi company,
founded in 1870 and still in business
The industrializing of Japan
produced sustained economic
growth for the country. But it also
led to strengthening the military and
to Japanese imperialism in Asia.
Beginnings in Belgium Belgium led Europe in adopting
Britain’s new technology. It had rich deposits of iron ore
and coal as well as fine waterways for transportation. As in
the United States, British skilled workers played a key role
in industrializing Belgium.
Samuel Slater had smuggled the design of a spinning
machine to the United States. Much like him, a Lancashire
carpenter named William Cockerill illegally made his way to
Belgium in 1799. He carried secret plans for building spin-
ning machinery. His son John eventually built an enormous
industrial enterprise in eastern Belgium. It produced a vari-
ety of mechanical equipment, including steam engines and
railway locomotives. Carrying the latest British advances,
more British workers came to work with Cockerill. Several
then founded their own companies in Europe.
Germany Industrializes Germany was politically divided
in the early 1800s. Economic isolation and scattered
resources hampered countrywide industrialization. Instead,
pockets of industrialization appeared, as in the coal-rich
Ruhr Valley of west central Germany. Beginning around
1835, Germany began to copy the British model. Germany
imported British equipment and engineers. German
manufacturers also sent their children to England to learn
industrial management.
Most important, Germany built railroads that linked its
growing manufacturing cities, such as Frankfurt, with the
Ruhr Valley’s coal and iron ore deposits. In 1858, a German
economist wrote, “Railroads and machine shops, coal mines
and iron foundries, spinneries and rolling mills seem to spring up out of the ground,
and smokestacks sprout from the earth like mushrooms.” Germany’s economic
strength spurred its ability to develop as a military power. By the late 1800s, a uni-
fied, imperial Germany had become both an industrial and a military giant.
Expansion Elsewhere in Europe In the rest of Europe, as in Germany, industri-
alization during the early 1800s proceeded by region rather than by country. Even
in countries where agriculture dominated, pockets of industrialization arose. For
example, Bohemia developed a spinning industry. Spain’s Catalonia processed
more cotton than Belgium. Northern Italy mechanized its textile production, spe-
cializing in silk spinning. Serf labor ran factories in regions around Moscow and
St. Petersburg.
In France, sustained industrial growth occurred after 1830. French industrial-
ization was more measured and controlled than in other countries because the
agricultural economy remained strong. As a result, France avoided the great social
and economic problems caused by industrialization. A thriving national market
for new French products was created after 1850, when the government began rail-
road construction.
For a variety of reasons, many European countries did not industrialize. In some
nations, the social structure delayed the adoption of new methods of production.
The accidents of geography held back others. In Austria-Hungary and Spain, trans-
portation posed great obstacles. Austria-Hungary’s mountains defeated railroad
builders. Spain lacked both good roads and waterways for canals.
MAIN IDEA
Analyzing Causes
§/ What factors
slowed industrial-
ization in Germany?
732 Chapter 25
MAIN IDEA
Clarifying
£> Why did impe-
rialism grow out of
industrialization?
The Impact of Industrialization
The Industrial Revolution shifted the world balance of power.
It increased competition between industrialized nations and
poverty in less-developed nations.
Rise of Global Inequality Industrialization widened the
wealth gap between industrialized and nonindustrialized coun-
tries, even while it strengthened their economic ties. To keep
factories running and workers fed, industrialized countries
required a steady supply of raw materials from less-developed
lands. In turn, industrialized countries viewed poor countries
as markets for their manufactured products.
Britain led in exploiting its overseas colonies for resources
and markets. Soon other European countries, the United
States, Russia, and Japan followed Britain’s lead, seizing colonies for their eco-
nomic resources. Imperialism, the policy of extending one country’s rule over
many other lands, gave even more power and wealth to these already wealthy
nations. Imperialism was born out of the cycle of industrialization, the need for
resources to supply the factories of Europe, and the development of new markets
around the world. (See Chapter 27.) C,
a The Crystal
Palace Exposition
in London in 1851
(shown above)
celebrated the
"works of industry
of all nations."
Transformation of Society Between 1700 and 1900, revolutions in agriculture,
production, transportation, and communication changed the lives of people in
Western Europe and the United States. Industrialization gave Europe tremendous
economic power. In contrast, the economies of Asia and Africa were still based on
agriculture and small workshops. Industrialization revolutionized every aspect of
society, from daily life to life expectancy. Despite the hardships early urban work-
ers suffered, population, health, and wealth eventually rose dramatically in all
industrialized countries. The development of a middle class created great opportu-
nities for education and democratic participation. Greater democratic participation,
in turn, fueled a powerful movement for social reform.
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• stock • corporation
USING YOUR NOTES
2. Which development had the
most impact in the United
States? in continental Europe?
MAIN IDEAS
3. What early industries
mechanized in the United
States?
4. Why did Belgium lead Europe
in adopting industrialization?
5. How did the Industrial
Revolution shift the world
balance of power?
INTEGRATED TECHNOLOGY
CRITICAL THINKING & WRITING
6. RECOGNIZING BIAS Go back to the quote from Lucy
Larcom on page 730. Do you think her feelings about
working in the mill are typical? Why or why not?
7. MAKING INFERENCES Why was Britain unable to keep
industrial secrets away from other nations?
8. FORMING AND SUPPORTING OPINIONS What was the
most significant effect of the Industrial Revolution?
9. WRITING ACTIVITY | EMPIRE BUILDING Draw a political
cartoon that could have been used by the British govern-
ment to show their sense of their own superiority over
nonindustrialized nations that they planned to colonize.
INTERNET ACTIVITY
Use the Internet to research the economy of a less-developed nation
in either Asia, Africa, or South America. Create a database of economic
statistics for that country.
INTERNET KEYWORD
country profiles
The Industrial Revolution 733
Reforming the Industrial World
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
ECONOMICS The Industrial
Many modern social welfare
• laissez faire
• Karl Marx
Revolution led to economic,
programs developed during this
• Adam Smith
• communism
social, and political reforms.
period of reform.
• capitalism
• union
• utilitarianism • strike
• socialism
SETTING THE STAGE In industrialized countries in the 19th century, the
Industrial Revolution opened a wide gap between the rich and the poor. Business
leaders believed that governments should stay out of business and economic
affairs. Reformers, however, felt that governments needed to play an active role
to improve conditions for the poor. Workers also demanded more rights and pro-
tection. They formed labor unions to increase their influence.
TAKING NOTES
Summarizing Use a
chart to summarize the
characteristics of
capitalism and socialism.
Capitalism
Socialism
A
A
Z.
7,
3.
The Philosophers of Industrialization
The term laissez faire (LEHS*ay*FAIR) refers to the economic policy of letting
owners of industry and business set working conditions without interference.
This policy favors a free market unregulated by the government. The term is
French for “let do,” and by extension, “let people do as they please.”
Laissez-faire Economics Laissez-faire economics stemmed from French eco-
nomic philosophers of the Enlightenment. They criticized the idea that nations
grow wealthy by placing heavy tariffs on foreign goods. In fact, they argued, gov-
ernment regulations only interfered with the production of wealth. These philoso-
phers believed that if government allowed free trade — the flow of commerce in
the world market without government regulation — the economy would prosper.
Adam Smith , a professor at the University of Glasgow, Scotland, defended
the idea of a free economy, or free markets, in his 1776 book The Wealth of
Nations. According to Smith, economic liberty guaranteed economic progress.
As a result, government should not interfere. Smith’s arguments rested on what
he called the three natural laws of economics:
• the law of self-interest — People work for their own good.
• the law of competition — Competition forces people to make a better product.
• the law of supply and demand — Enough goods would be produced at the
lowest possible price to meet demand in a market economy.
The Economists of Capitalism Smith’s basic ideas were supported by British
economists Thomas Malthus and David Ricardo. Like Smith, they believed that nat-
ural laws governed economic life. Their important ideas were the foundation of lais-
sez-faire capitalism. Capitalism is an economic system in which the factors of
production are privately owned and money is invested in business ventures to make
a profit. These ideas also helped bring about the Industrial Revolution.
734 Chapter 25
M AIN IDEA
Summarizing
4/ What did
Malthus and
Ricardo say about
the effects of popu-
lation growth?
M AIN IDEA
Clarifying
!>How did Mill
want to change the
economic system?
In An Essay on the Principle of Population , written in
1798, Thomas Malthus argued that population tended to
increase more rapidly than the food supply. Without wars
and epidemics to kill off the extra people, most were des-
tined to be poor and miserable. The predictions of Malthus
seemed to be coming true in the 1840s.
David Ricardo, a wealthy stockbroker, took Malthus ’s
theory one step further in his book, Principles of Political
Economy and Taxation (1817). Like Malthus, Ricardo
believed that a permanent underclass would always be poor.
In a market system, if there are many workers and abundant
resources, then labor and resources are cheap. If there are
few workers and scarce resources, then they are expensive.
Ricardo believed that wages would be forced down as
population increased.
Laissez-faire thinkers such as Smith, Malthus, and Ricardo
opposed government efforts to help poor workers. They
thought that creating minimum wage laws and better working
conditions would upset the free market system, lower profits,
and undermine the production of wealth in society. A,
The Rise of Socialism
In contrast to laissez-faire philosophy, which advised gov-
ernments to leave business alone, other theorists believed
that governments should intervene. These thinkers believed
that wealthy people or the government must take action to
improve people’s lives. The French writer Alexis de
Tocqueville gave a warning:
PRIMARY SOURCE
Consider what is happening among the working classes. ... Do you not see spreading
among them, little by little, opinions and ideas that aim not to overturn such and such a
ministry, or such laws, or such a government, but society itself, to shake it to the
foundations upon which it now rests?
ALEXIS DE TOCQUEVILLE, 1848 speech
Utilitarianism English philosopher Jeremy Bentham modified the ideas of Adam
Smith. In the late 1700s, Bentham introduced the philosoophy of utilitarianism .
Bentham wrote his most influential works in the late 1700s. According to Bentham ’s
theory, people should judge ideas, institutions, and actions on the basis of their util-
ity, or usefulness. He argued that the government should try to promote the greatest
good for the greatest number of people. A government policy was only useful if it
promoted this goal. Bentham believed that in general the individual should be free
to pursue his or her own advantage without interference from the state.
John Stuart Mill, a philosopher and economist, led the utilitarian movement in
the 1800s. Mill came to question unregulated capitalism. He believed it was wrong
that workers should lead deprived lives that sometimes bordered on starvation. Mill
wished to help ordinary working people with policies that would lead to a more
equal division of profits. He also favored a cooperative system of agriculture and
women’s rights, including the right to vote. Mill called for the government to do
away with great differences in wealth. Utilitarians also pushed for reforms in the
legal and prison systems and in education,
History Makers
Adam Smith
1723-1790
In his book The Wealth of Nations,
Smith argued that if individuals freely
followed their own self-interest, the
world would be an orderly and pro-
gressive place. Social harmony would
result without any government
direction, "as if by an invisible hand."
Smith applied an invisible hand
of his own. After his death, people
discovered that he had secretly
donated large sums of his income
to charities.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on Adam
Smith, go to classzone.com
k, *
The Industrial Revolution 735
Utopian Ideas Other reformers took an even more active approach. Shocked by
the misery and poverty of the working class, a British factory owner named Robert
Owen improved working conditions for his employees. Near his cotton mill in New
Lanark, Scotland, Owen built houses, which he rented at low rates. He prohibited
children under ten from working in the mills and provided free schooling.
Then, in 1824, he traveled to the United States. He founded a cooperative com-
munity called New Harmony in Indiana, in 1825. He intended this community to
be a utopia, or perfect living place. New Harmony lasted only three years but
inspired the founding of other communities.
Socialism French reformers such as Charles Fourier (FUR*ee*AY), Saint-Simon
(san see*MOHN), and others sought to offset the ill effects of industrialization with
a new economic system called socialism. In socialism , the factors of production are
owned by the public and operate for the welfare of all.
Socialism grew out of an optimistic view of human nature, a belief in progress,
and a concern for social justice. Socialists argued that the government should plan
the economy rather than depend on free-market capitalism to do the job. They
argued that government control of factories, mines, railroads, and other key indus-
tries would end poverty and promote equality. Public ownership, they believed,
would help workers, who were at the mercy of their employers. Some socialists —
such as Louis Blanc — advocated change through extension of the right to vote.
Karl Marx
1818-1883
Karl Marx studied philosophy at the
University of Berlin before he turned
to journalism and economics. In
1849, Marx joined the flood of
radicals who fled continental Europe
for England. He had declared in The
Communist Manifesto that "the
working men have no country."
Marx's theories of socialism and
the inevitable revolt of the working
class made him little money. He
earned a meager living as a journalist.
His wealthy coauthor and fellow
German, Friedrich Engels, gave Marx
financial aid.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on Karl
Marx, go to classzone.com
s /
Marxism: Radical Socialism
The writings of a German journalist named Karl M arx intro-
duced the world to a radical type of socialism called
Marxism. Marx and Friedrich Engels, a German whose father
owned a textile mill in Manchester, outlined their ideas in a
23-page pamphlet called The Communist Manifesto.
The Communist Manifesto In their manifesto, Marx and
Engels argued that human societies have always been
divided into warring classes. In their own time, these were
the middle class “haves” or employers, called the bour-
geoisie (BUR*zhwah*ZEE), and the “have-nots” or workers,
called the proletariat (PROH*lih*TAIR*ee*iht). While the
wealthy controlled the means of producing goods, the poor
performed backbreaking labor under terrible conditions.
This situation resulted in conflict:
PRIMARY SOURCE
Freeman and slave, patrician and plebeian, lord and serf, guild-
master and journeyman, in a word, oppressor and oppressed,
stood in constant opposition to one another, carried on an
uninterrupted, now hidden, now open fight, a fight that each
time ended, either in a revolutionary reconstitution of society at
large, or in the common ruin of the contending classes.
KARL MARX and FRIEDRICH ENGELS, The Communist Manifesto (1848)
According to Marx and Engels, the Industrial Revolution
had enriched the wealthy and impoverished the poor. The
two writers predicted that the workers would overthrow
the owners: “The proletarians have nothing to lose but
their chains. They have a world to win. Workingmen of all
countries, unite.” £>
MAIN IDEA
Summarizing
C/What were the
ideas of Marx and
Engels concerning
relations between
the owners and the
working class?
736 Chapter 25
Analyzing Key Concepts
Capitalism vs. Socialism
The economic system called capitalism developed gradually over centuries,
beginning in the late Middle Ages. Because of the ways industrialization
changed society, some people began to think that capitalism led to certain
problems, such as the abuse of workers. They responded by developing a
new system of economic ideas called socialism.
Capitalism
Socialism I
• Individuals and businesses own property and the
means of production.
• The community or the state should own property
and the means of production.
• Progress results when individuals follow their own
self-interest.
• Progress results when a community of producers
cooperate for the good of all.
• Businesses follow their own self-interest by
competing for the consumer's money. Each business
tries to produce goods or services that are better
and less expensive than those of competitors.
• Socialists believe that capitalist employers take
advantage of workers. The community or state must
act to protect workers.
• Consumers compete to buy the best goods at the
lowest prices. This competition shapes the market
by affecting what businesses are able to sell.
• Capitalism creates unequal distribution of wealth
and material goods. A better system is to distribute
goods according to each person's need.
• Government should not interfere in the economy
because competition creates efficiency in business.
• An unequal distribution of wealth and material
goods is unfair. A better system is to distribute
goods according to each person's need.
SKILLBUILDER: Interpreting Charts
1. Developing Historical Perspective Consider the following people from 19th-century Britain: factory worker, shop owner, factory
owner, unemployed artisan. Which of them would be most likely to prefer capitalism and which would prefer socialism? Why?
2. Forming and Supporting Opinions Which system of economic ideas seems most widespread today? Support your opinion.
The Future According to Marx Marx believed that the capitalist system, which
produced the Industrial Revolution, would eventually destroy itself in the following
way. Factories would drive small artisans out of business, leaving a small number of
manufacturers to control all the wealth. The large proletariat would revolt, seize the
factories and mills from the capitalists, and produce what society needed. Workers,
sharing in the profits, would bring about economic equality for all people. The
workers would control the government in a “dictatorship of the proletariat.” After a
period of cooperative living and education, the state or government would wither
away as a classless society developed.
Marx called this final phase pure communism. Marx described communism as
a form of complete socialism in which the means of production — all land, mines,
factories, railroads, and businesses — would be owned by the people. Private prop-
erty would in effect cease to exist. All goods and services would be shared equally.
Published in 1848, The Communist Manifesto produced few short-term results.
Though widespread revolts shook Europe during 1848 and 1849, Europe’s leaders
eventually put down the uprisings. Only after the turn of the century did the
fiery Marxist pamphlet produce explosive results. In the 1900s, Marxism inspired
revolutionaries such as Russia’s Lenin, China’s Mao Zedong, and Cuba’s Fidel Castro.
These leaders adapted Marx’s beliefs to their own specific situations and needs.
The Industrial Revolution 737
In The Communist Manifesto , Marx and Engels stated
their belief that economic forces alone dominated society.
Time has shown, however, that religion, nationalism, ethnic
loyalties, and a desire for democratic reforms may be as
strong influences on history as economic forces. In addi-
tion, the gap between the rich and the poor within the indus-
trialized countries failed to widen in the way that Marx and
Engels predicted, mostly because of the various reforms
enacted by governments.
Labor Unions and Reform Laws
Factory workers faced long hours, dirty and dangerous
working conditions, and the threat of being laid off. By the
1800s, working people became more active in politics. To
press for reforms, workers joined together in voluntary
labor associations called unions .
Unionization A union spoke for all the workers in a par-
ticular trade. Unions engaged in collective bargaining,
negotiations between workers and their employers. They
bargained for better working conditions and higher pay. If
factory owners refused these demands, union members
could strike , or refuse to work.
Skilled workers led the way in forming unions because
their special skills gave them extra bargaining power.
Management would have trouble replacing such skilled
workers as carpenters, printers, and spinners. Thus, the ear-
liest unions helped the lower middle class more than they
helped the poorest workers.
The union movement underwent slow, painful growth in
both Great Britain and the United States. For years, the British government denied
workers the right to form unions. The government saw unions as a threat to social
order and stability. Indeed, the Combination Acts of 1799 and 1800 outlawed
unions and strikes. Ignoring the threat of jail or job loss, factory workers joined
unions anyway. Parliament finally repealed the Combination Acts in 1824. After
1825, the British government unhappily tolerated unions.
British unions had shared goals of raising wages for their members and improv-
ing working conditions. By 1875, British trade unions had won the right to strike and
picket peacefully. They had also built up a membership of about 1 million people.
In the United States, skilled workers had belonged to unions since the early
1800s. In 1886, several unions joined together to form the organization that would
become the American Federation of Labor (AFL). A series of successful strikes
won AFL members higher wages and shorter hours.
Reform Laws Eventually, reformers and unions forced political leaders to look
into the abuses caused by industrialization. In both Great Britain and the United
States, new laws reformed some of the worst abuses of industrialization. In the
1820s and 1830s, for example, Parliament began investigating child labor and
working conditions in factories and mines. As a result of its findings, Parliament
passed the Factory Act of 1833. The new law made it illegal to hire children under
9 years old. Children from the ages of 9 to 12 could not work more than 8 hours a
day. Young people from 13 to 17 could not work more than 12 hours. In 1842, the
Mines Act prevented women and children from working underground.
Connect ^>Today
CUBA
CHINA
LAOS^ V
r
\
NORTH
KOREA
VIETNAM
Communism Today
Communism expanded to all parts
of the world during the Cold War that
followed the end of World War II.
(See map on page 963.) At the peak
of Communist expansion in the
1980s, about 20 nations were
Communist-controlled, including two
of the world's largest— China and the
Soviet Union. However, dissatisfaction
with the theories of Karl Marx had
been developing.
Eventually, most Communist
governments were replaced. Today,
there are only five Communist
countries— China, North Korea,
Vietnam, and Laos in Asia and Cuba
in the Caribbean. (See map above.)
738 Chapter 25
MAIN IDEA
D> Summarizing
What were some of
the important
reform bills passed
in Britain during
this period?
In 1847, the Parliament passed a bill that helped
working women as well as their children. The Ten
Hours Act of 1 847 limited the workday to ten hours
for women and children who worked in factories. Ss
Reformers in the United States also passed laws
to protect child workers. In 1904, a group of pro-
gressive reformers organized the National Child
Labor Committee to end child labor. Arguing that
child labor lowered wages for all workers, union
members joined the reformers. Together they pres-
sured national and state politicians to ban child
labor and set maximum working hours.
In 1919, the U.S. Supreme Court objected to a
federal child labor law, ruling that it interfered with
states’ rights to regulate labor. However, individual
states were allowed to limit the working hours of
women and, later, of men.
The Reform Movement Spreads
Almost from the beginning, reform movements rose in response to the negative
impact of industrialization. These reforms included improving the workplace and
extending the right to vote to working-class men. The same impulse toward reform,
along with the ideals of the French Revolution, also helped to end slavery and pro-
mote new rights for women and children.
The Abolition of Slavery William Wilberforce, a highly religious man, was a mem-
ber of Parliament who led the fight for abolition — the end of the slave trade and slav-
ery in the British Empire. Parliament passed a bill to end the slave trade in the British
West Indies in 1807. After he retired from Parliament in 1825, Wilberforce contin-
ued his fight to free the slaves. Britain finally abolished slavery in its empire in 1833.
British antislavery activists had mixed motives. Some, such as the abolitionist
Wilberforce, were morally against slavery. Others viewed slave labor as an eco-
nomic threat. Furthermore, a new class of industrialists developed who supported
cheap labor rather than slave labor. They soon gained power in Parliament.
In the United States the movement to fulfill the promise of the Declaration of
Independence by ending slavery grew in the early 1800s. The enslavement of
African people finally ended in the United States when the Union won the Civil
War in 1865. Then, enslavement persisted in the Americas only in Puerto Rico,
Cuba, and Brazil. In Puerto Rico, slavery was ended in 1873. Spain finally abol-
ished slavery in its Cuban colony in 1886. Not until 1888 did Brazil’s huge
enslaved population win freedom.
The Fight for Women's Rights The Industrial Revolution proved a mixed bless-
ing for women. On the one hand, factory work offered higher wages than work
done at home. Women spinners in Manchester, for example, earned much more
money than women who stayed home to spin cotton thread. On the other hand,
women factory workers usually made only one-third as much money as men did.
Women led reform movements to address this and other pressing social issues.
During the mid- 1800s, for example, women formed unions in the trades where they
dominated. In Britain, some women served as safety inspectors in factories where
other women worked. In the United States, college-educated women like Jane
Addams ran settlement houses. These community centers served the poor residents
of slum neighborhoods.
a Hungarian
workers meet
to plan their
strategy before
a strike.
The Industrial Revolution 739
History Makers
Jane Addams
1860-1935
After graduating from college, Jane
Addams wondered what to do with
her life.
I gradually became convinced that
it would be a good thing to rent a
house in a part of the city where
many primitive and actual needs
are found, in which young women
who had been given over too
exclusively to study, might . . .
learn of life from life itself
Addams and her friend Ellen Starr
set up Hull House in a working-class
district in Chicago. Eventually the
facilities included a nursery, a gym, a
kitchen, and a boarding house for
working women. Hull House not only
served the immigrant population of
the neighborhood, it also trained
social workers.
J
In both the United States and Britain, women who had
rallied for the abolition of slavery began to wonder why
their own rights should be denied on the basis of gender.
The movement for women’s rights began in the United
States as early as 1848. Women activists around the world
joined to found the International Council for Women in
1888. Delegates and observers from 27 countries attended
the council’s 1899 meeting. E,
Reforms Spread to Many Areas of Life In the United States
and Western Europe, reformers tried to correct the problems
troubling the newly industrialized nations. Public education
and prison reform ranked high on the reformers’ lists.
One of the most prominent U.S. reformers, Horace Mann
of Massachusetts, favored free public education for all chil-
dren. Mann, who spent his own childhood working at hard
labor, warned, “If we do not prepare children to become
good citizens ... if we do not enrich their minds with
knowledge, then our republic must go down to destruction.”
By the 1850s, many states were starting public school sys-
tems. In Western Europe, free public schooling became
available in the late 1800s.
In 1831, French writer Alexis de Tocqueville had con-
trasted the brutal conditions in American prisons to the
“extended liberty” of American society. Those who sought
to reform prisons emphasized the goal of providing prison-
ers with the means to lead to useful lives upon release.
During the 1800s, democracy grew in industrialized
countries even as foreign expansion increased. The industri-
alized democracies faced new challenges both at home and
abroad. You will learn about these challenges in Chapter 26.
Mi AIN IDEA
E Making
Inferences
Why might women
abolitionists have
headed the move-
ment for women's
rights?
SECTION
m
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• laissez faire • Adam Smith • capitalism • utilitarianism • socialism • Karl Marx • communism • union • strike
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2 . What characteristics do
capitalism and socialism
share?
Capitalist
Socialist
A
A
Z.
Z.
3. What were Adam Smith's three
natural laws of economics?
4. What kind of society did early
socialists want?
5. Why did workers join together
in unions?
6. IDENTIFYING PROBLEMS What were the main problems
faced by the unions during the 1800s and how did they
overcome them?
7. DRAWING CONCLUSIONS Why do you think that Marx's
"dictatorship of the proletariat" did not happen?
8. MAKING INFERENCES Why did the labor reform
movement spread to other areas of life?
9. WRITING ACTIVITY | ECONOMICS | Write a two-paragraph
persuasive essay on how important economic forces are
in society. Support your opinion using evidence from this
and previous chapters.
CONNECT TO TODAY
PREPARING AN ECONOMIC REPORT
Research a present-day corporation. Prepare an economic report that includes the
corporation's structure, products or services, number of employees, and any other relevant
economic information you are able to find.
740 Chapter 25
Different Perspectives: Using Primary and Secondary Sources
H INTERACTIVE
Industrialization
Industrialization eventually raised the standard of living for many people in Europe and
North America in the 1800s. Yet the process also brought suffering to countless workers
who crowded into filthy cities to toil for starvation wages. The following excerpts reveal
a variety of perspectives on this major historical event.
A; PRIMARY SOURCE
Mary Paul
Mary Paul worked in a textile factory
in Lowell, Massachusetts. In an 1846
letter to her father in New Hampshire,
the 1 6-year-old expressed her satis-
faction with her situation at Lowell.
I am at work in a spinning room
tending four sides of warp which is
one girl's work. The overseer tells me
that he never had a girl get along
better than I do. ... I have a very good
boarding place, have enough to eat. . . .
The girls are all kind and obliging. . . .
I think that the factory is the best
place for me and if any girl wants
employment, I advise them to come
to Lowell.
B; PRIMARY SOURCE
Andrew Carnegie
In his autobiography, published in
1920, the multimillionaire industrialist
views with optimism the growth of
American industry.
One great advantage which America
will have in competing in the markets
of the world is that her manufacturers
will have the best home market. Upon
this they can depend for a return upon
capital, and the surplus product can be
exported with advantage, even when
the prices received for it do no more
than cover actual cost, provided the
exports be charged with their
proportion of all expenses. The nation
that has the best home market,
especially if products are standardized,
as ours are, can soon outsell the
foreign producer.
Cj PRIMARY SOURCE
Friedrich Engels
Friedrich Engels, who coauthored
The Communist Manifesto and
also managed a textile factory in
Manchester, England, spent his
nights wandering the city’s slums.
Nobody troubles about the poor
as they struggle helplessly in the
whirlpool of modern industrial life. The
working man may be lucky enough to
find employment, if by his labor he can
enrich some member of the middle
classes. But his wages are so low
that they hardly keep body and soul
together. If he cannot find work, he can
steal, unless he is afraid of the police;
or he can go hungry and then the
police will see to it that he will die of
hunger in such a way as not to disturb
the equanimity of the middle classes.
Dj PRIMARY SOURCE
Walter Crane
This political cartoon was published
in Cartoons for the Cause in Britain
in 1886. It shows the vampire bat of
Capitalism attacking a laborer.
Socialism is pictured as an angel
who is coming to the rescue.
Document-Based
QUESTIONS
1. Why would Andrew Carnegie
(Source B) and Friedrich Engels
(Source C) disagree about the
effects of industrialization?
2. What might be reasons for 16-
year-old Mary Paul's (Source A)
satisfaction with her job and life
in Lowell?
3. Why might the political cartoon by
Walter Crane (Source D) be useful
in getting workers to rally to the
cause of socialism?
741
oc mu
Chapter Assessment
VISUAL SUMMARY
The Industrial Revolution
Qflil
[oo 0 □ 0 o □ d
| o fl d □ a d □ a
loaPGODQa
•1 -ID
1
Economic Effects
• New inventions and development of factories
• Rapidly growing industry in the 1800s
• Increased production and higher demand
for raw materials
• Growth of worldwide trade
• Population explosion and expanding labor
force
• Exploitation of mineral resources
• Highly developed banking and
investment system
• Advances in transportation, agriculture,
and communication
• Increase in population of cities
• Lack of city planning
• Loss of family stability
• Expansion of middle class
• Harsh conditions for laborers, including
children
• Workers' progress versus laissez-faire
economic attitudes
• Improved standard of living
• Creation of new jobs
• Encouragement of technological progress
• Child labor laws to end abuses
• Reformers urging equal distribution of wealth
• Trade unions formed
• Social reform movements, such as utilitarian-
ism, utopianism, socialism, and Marxism
• Reform bills in Parliament and Congress
TERMS & NAMES
For each term or name below, briefly explain its connection to the Industrial
Revolution.
1. Industrial Revolution 6 . corporation
2. enclosure 7. laissez faire
3. factor/ 8. socialism
4. urbanization 9. Karl Marx
5. middle class 10. union
MAIN IDEAS
The Beginnings of Industrialization Section l (pages 717-722)
11. What were the four natural resources needed for British
industrialization?
12. How did the enclosure movement change agriculture in England?
13. What were two important inventions created during the Industrial
Revolution? Describe their impact.
Case Study: Industrialization Section 2 (pages 723-728)
14. What were the living conditions like in Britain during industrialization?
15. How did the new middle class transform the social structure of Great
Britain during industrialization?
16. How did industrialization affect Manchester's natural environment?
Industrialization Spreads Section 3 (pages 729-733)
17. Why were other European countries slower to industrialize than Britain?
18. What might explain the rise of global inequality during the Industrial
Revolution?
Reforming the Industrial World Section 4 (pages 734-741)
19. What were the two warring classes that Marx and Engels outlined in
The Communist Manifestol
20. How did women fight for change during the Industrial Revolution?
CRITICAL THINKING
1. USING YOUR NOTES
In a chart, list some of the major
technological advances and their
effects on society.
2. EVALUATING
| SCIENCE AND TECHNOLOGY | How significant were the changes that the
Industrial Revolution brought to the world? Explain your conclusion.
3. ANALYZING CAUSES AND RECOGNIZING EFFECTS
[ ECONOMICS 1 How important were labor unions in increasing the power of
workers? Give reasons for your opinion.
4. DRAWING CONCLUSIONS
How did the Industrial Revolution help to increase Germany's military power?
Support your answer with information from the chapter.
5. DEVELOPING HISTORICAL PERSPECTIVE
[ EMPIRE BUILDING | Would a nonindustrialized or an industrialized nation
more likely be an empire builder? Why?
Technological Advance
Effect(s)
742 Chapter 25
> STANDARDS-BASED ASSESSMENT
Use the quotation about industrialization and your
knowledge of world history to answer questions 1 and 2.
Additional Test Practice, pp. S1-S33
PRIMARY SOURCE
It was a town of red brick, or of brick that would have
been red if the smoke and ashes had allowed it. . . . It was
a town of machinery and tall chimneys, out of which
interminable [endless] serpents of smoke trailed
themselves for ever and ever. ... It contained several large
streets all very like one another, and many small streets
still more like one another, inhabited by people equally
like one another, who all went in and out at the same
hours, with the same sound upon the same pavements, to
do the same work, and to whom every day was the same
as yesterday and tomorrow, and every year the counterpart
of the last and the next.
CHARLES DICKENS, Hard Times
1. In this passage, the writer is trying to describe how
A. people came from the countr/side to the city to work in
industry.
B. entrepreneurs built factories.
C. capitalism works.
D. difficult life is for workers in industrial cities.
2 . What is Dickens's view of industrialization?
A. that it is good for factory owners
B. that it brings progress to a nation
C. that it pollutes the air and exploits the workers
D. that it causes population growth
Use the graph below and your knowledge of world history
to answer question 3.
3. The graph above shows population growth in four European
cities from 1700 to 1900, that is, before and after the
Industrial Revolution. Which statement best describes the
information in the chart?
A. All of the cities grew at the same rate.
B. The increase in population for each city was less than 2
million people.
C. Paris was the most populous city both before and after the
Industrial Revolution.
D. Berlin's population in 1900 was four times its size in 1700.
INTEGRATED TECHNOLOGY
TEST PRACTICE Go to classzone.com
• Diagnostic tests • Strategies
• Tutorials • Additional practice
ALTERNATIVE ASSESSMENT
1. Interact with History
On page 716, you looked at working conditions in an English
factor/ in the 19th century. Now that you have read the chapter
about the Industrial Revolution, rethink your decision about
what you would do to change your situation. What working
conditions would you like to see change? What benefits might a
union bring? What disadvantages might result if workers
organize? Discuss your opinions with a small group.
2. |V\ WRITING ABOUT HISTORY
The Industrial Revolution's impact varied according to social
class. Write a three-paragraph expository essay indicating how
these people would view the changes in industry: an inventor,
an entrepreneur, a skilled worker, and a hand weaver.
INTEGRATED TECHNOLOGY
Using Graphics Software
Make a list of five major inventions or innovations of the
Industrial Revolution. Research each to learn about the
scientific, economic, and social changes that contributed to its
development and the effects that it caused. Use the Internet,
books, and other resources to conduct your research. Then
use graphics software to create a chart, graph, or diagram
depicting the relationship between the inventions and
innovations, the changes, and the effects.
You may include some of the following:
• the plow • the cotton gin
• the power loom • the telegraph
• the sewing machine
The Industrial Revolution 743
CHAPTER
An Age of Democracy
and Progress, i si 5-1914
Previewing Main Ideas
I EMPIRE BUILDINGl During the 1800s, Great Britain gradually allowed
three of its colonies-Canada, Australia, and New Zealand-greater self-rule.
However, Britain maintained tight control over Ireland.
Geography According to the map , what Western democracies existed in
North America and Western Europe in 1900?
| POWER AND AUTHORITY] The United States expanded across the
continent during the 1800s and added new states to its territory to become
a great power.
Geography What geographical factors might have helped to make the
United States a great power?
1 SCIENCE AND TECHNOLOGY! The transcontinental railroad helped to link
the United States from the Atlantic Ocean to the Pacific Ocean. It was a
triumph of 19th-century technology.
Geography How might a technological achievement such as the
transcontinental railroad have contributed to American prosperity?
integrated/ technology
1
eEditlon *§
1 INTERNET RESOURCES
• Interactive Maps
Go to classzone.com for:
• Interactive Visuals
• Research Links
• Maps
• Interactive Primary Sources
• Internet Activities
• Test Practice
• Primary Sources
• Chapter Quiz
• Current Events
EUROPE
WORLD
1821
Mexico wins
independence
from Spain-
1837
•4 Queen Victoria
1845
1859
comes to power
Ireland is struck
Darwin publishes
in Great Britain.
by famine.
theory of evolution,
1857
Sepoy Mutiny challenges British
rule in India, (native troops in
Britain's East India Company)
744
ALASKA
(U.S. Possession
PACIFIC
OCEAN
UNITED STATES OF AMERICA
ATLANTIC
OCEAN
North
Sea
BAHAMAS
(Br.)
WALES ENG
PUERTO
RICO (U.S.}
BELGIUM
ATLANTIC
OCEAN
TRINIDAD &
TOBAGO (Br.)
Democratic countries
and possessions
[“] Canada
I I France
l~M Great Britain
l— l United Stales
ITALY
0 100 200 Kilometers
CORSICi
ier raneati
Sea
1867
Dominion
of Canada
is formed.
Western Democracies, 1900
1889
1871
Eiffel Tower is
Franco-Prussian
completed
War ends.
in Paris. ►
1869 1893
1914
Suez Canal opens. New Zealand becomes
■ ^ Panama
first nation to allow
Canal opens.
women to vote.
745
EXAMINING the ISSUES
• What might lead you to join a group seeking self-
government?
• What ideals would you choose to help shape a new
government?
What ideals might he worth
fighting and dying for?
You are living in Paris in 1871. France is in a state of political upheaval
following the Franco-Prussian War. When workers in Paris set up their own
government, called the Paris Commune, French soldiers quickly stamp out the
movement. Most of the Communards (the supporters of the Commune) are
either killed or imprisoned. When your good friend Philippe dies in the
fighting, you wonder whether self-government is worth dying for.
a Communards lie massacred in this painting titled A Street in Paris in
May 1871 , by Maximilien Luce.
As a class, discuss these questions. During the discussion, think
about some of the ideals that inspired American and French
revolutionaries. As you read this chapter, consider the ideals that
moved people to action. Also consider how people tried to change
government to better reflect their ideals.
746 Chapter 26
Democratic Reform and Activism
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
3
POWER AND AUTHORITY
Spurred by the demands of the
people, Great Britain and France
underwent democratic reforms.
During this period, Britain and
France were transformed into
the democracies they are today.
• suffrage
• Chartist
movement
• Queen
Victoria
• Third
Republic
• Dreyfus affair
• anti-Semitism
• Zionism
SETTING THE STAGE Urbanization and industrialization brought sweeping
changes to Western nations. People looking for solutions to the problems created
by these developments began to demand reforms. They wanted to improve con-
ditions for workers and the poor. Many people also began to call for political
reforms. They demanded that more people be given a greater voice in govern-
ment. Many different groups, including the middle class, workers, and women,
argued that the right to vote be extended to groups that were excluded.
Britain Enacts Reforms
As Chapter 21 explained, Britain became a constitutional monarchy in the late
1600s. Under this system of government, the monarch serves as the head of state,
but Parliament holds the real power. The British Parliament consists of a House
of Lords and a House of Commons. Traditionally, members of the House of
Lords either inherited their seats or were appointed. However, this changed in
1999, when legislation was passed that abolished the right of hereditary peers to
inherit a seat in the House of Lords. Members of the House of Commons are
elected by the British people.
In the early 1800s, the method of selecting the British government was not a
true democracy. Only about five percent of the population had the right to elect
the members of the House of Commons. Voting was limited to men who owned
a substantial amount of land. Women could not vote at all. As a result, the upper
classes ran the government.
The Reform Bill of 1 832 The first group to demand a greater voice in politics was
the wealthy middle class — factory owners, bankers, and merchants. Beginning in
1 830, protests took place around England in favor of a bill in Parliament that would
extend suffrag e, or the right to vote. The Revolution of 1830 in France frightened
parliamentary leaders. They feared that revolutionary violence would spread to
Britain. Thus, Parliament passed the Reform Bill of 1832. This law eased the prop-
erty requirements so that well-to-do men in the middle class could vote. The
Reform Bill also modernized the districts for electing members of Parliament and
gave the thriving new industrial cities more representation.
Chartist Movement Although the Reform Bill increased the number of British
voters, only a small percentage of men were eligible to vote. A popular movement
TAKING NOTES
Evaluating Courses of
Action Use a chart to list
and evaluate events in
this section according to
whether they expanded
(+) or impeded (-)
democracy.
Event
Evaluation
An Age of Democracy and Progress 747
Before 1832
Expansion of Suffrage in Britain
1832
1867, 1884
1918
Percentage of population
over age 20
■ had right to vote
■ gained right to vote
■ could not vote
Reform Bill granted
vote to middle-class
men.
Reforms granted vote
to working-class men
in 1867 and to rural
men in 1884.
Reforms granted
vote to women
over 30.
Source: R. L. Leonard, Elections in Britain
SKILLBUILDER: Interpreting Graphs
1. Clarifying What percentage of the adults in Britain could vote in 1832?
2 . Comparing By how much did the percentage of voters increase after the reforms of 1867 and 1884?
History Makers
Queen Victoria
and Prince Albert
About two years after her coronation,
Queen Victoria (1819-1901) fell in love
with her cousin Albert (1819-1861),
a German prince. She proposed to
him and they were married in 1840.
Together they had nine children.
Prince Albert established a tone of
politeness and correct behavior at
court, and the royal couple presented
a picture of loving family life that
became a British ideal.
After Albert died in 1861, the
queen wore black silk for the rest of
her life in mourning. She once said of
Albert, "Without him everything loses
its interest."
arose among the workers and other groups who still could not vote to press for more
rights. It was called the Chartist movement because the group first presented its
demands to Parliament in a petition called The People’s Charter of 1838.
The People’s Charter called for suffrage for all men and
annual Parliamentary elections. It also proposed to reform
Parliament in other ways. In Britain at the time, eligible men
voted openly. Since their vote was not secret, they could feel
pressure to vote in a certain way. Members of Parliament
had to own land and received no salary, so they needed to be
wealthy. The Chartists wanted to make Parliament respon-
sive to the lower classes. To do this, they demanded a secret
ballot, an end to property requirements for serving in
Parliament, and pay for members of Parliament.
Parliament rejected the Chartists’ demands. However,
their protests convinced many people that the workers had
valid complaints. Over the years, workers continued to press
for political reform, and Parliament responded. It gave the
vote to working-class men in 1867 and to male rural work-
ers in 1884. After 1884, most adult males in Britain had the
right to vote. By the early 1900s, all the demands of the
Chartists, except for annual elections, became law. A,
The Victorian Age The figure who presided over all this his-
toric change was Queen Victoria . Victoria came to the throne
in 1837 at the age of 18. She was queen for nearly 64 years.
During the Victorian Age, the British Empire reached the
height of its wealth and power. Victoria was popular with her
subjects, and she performed her duties capably. However, she
was forced to accept a less powerful role for the monarchy.
The kings who preceded Victoria in the 1700s and 1800s
had exercised great influence over Parliament. The spread
of democracy in the 1800s shifted political power almost
completely to Parliament, and especially to the elected
House of Commons. Now the government was completely
run by the prime minister and the cabinet.
MAIM IDEA
Making
Inferences
A/ Why do you
think the Chartists
demanded a secret
ballot rather than
public voting?
748 Chapter 26
MAIN IDEA
Analyzing Motives
5/ Was the use of
militant action
effective in achiev-
ing the goal of
woman suffrage?
Explain.
Women Get the Vote
By 1890, several industrial countries had universal male
suffrage (the right of all men to vote). No country, however,
allowed women to vote. As more men gained suffrage, more
women demanded the same.
Organization and Resistance During the 1800s, women
in both Great Britain and the United States worked to gain the
right to vote. British women organized reform societies and
protested unfair laws and customs. As women became more
vocal, however, resistance to their demands grew. Many peo-
ple, both men and women, thought that woman suffrage was
too radical a break with tradition. Some claimed that women
lacked the ability to take part in politics.
Militant Protests After decades of peaceful efforts to win
the right to vote, some women took more drastic steps. In
Britain, Emmeline Pankhurst formed the Women’s Social
and Political Union (WSPU) in 1903. The WSPU became
the most militant organization for women’s rights. Its goal
was to draw attention to the cause of woman suffrage. When
asked about why her group chose militant means to gain
women’s rights, Pankhurst replied:
PRIMARY SOURCE
I want to say here and now that the only justification for
violence, the only justification for damage to property, the only
justification for risk to the comfort of other human beings is the
fact that you have tried all other available means and have failed to secure justice.
EMMELINE PANKHURST, Why We Are Militant
Emmeline Pankhurst, her daughters Christabel and Sylvia, and other WSPU
members were arrested and imprisoned many times. When they were jailed, the
Pankhursts led hunger strikes to keep their cause in the public eye. British officials
force-fed Sylvia and other activists to keep them alive.
Though the woman suffrage movement gained attention between 1880 and 1914,
its successes were gradual. Women did not gain the right to vote in national elec-
tions in Great Britain and the United States until after World War I. B,
France and Democracy
While Great Britain moved toward greater democracy in the late 1800s, democracy
finally took hold in France.
The Third Republic In the aftermath of the Franco-Prussian War, France went
through a series of crises. Between 1871 and 1914, France averaged a change of
government almost yearly. A dozen political parties competed for power. Not until
1875 could the National Assembly agree on a new government. Eventually, the
members voted to set up a republic. The Third Republic lasted over 60 years.
However, France remained divided.
The Dreyfus Affair During the 1880s and 1890s, the Third Republic was threat-
ened by monarchists, aristocrats, clergy, and army leaders. These groups wanted a
monarchy or military rule. A controversy known as the Dreyfus affair became a
battleground for these opposing forces. Widespread feelings of anti-Semitism , or
prejudice against Jews, also played a role in this scandal.
Global Impacts
The Women's Movement
By the 1880s, women were working
internationally to win more rights. In
1888, women activists from the
United States, Canada, and Europe
met in Washington, D.C., for the
International Council of Women. In
1893, delegates and observers from
many countries attended a large
congress of women in Chicago. They
came from lands as far apart as New
Zealand, Argentina, Iceland, Persia,
and China.
The first countries to grant suffrage
to women were New Zealand (1893)
and Australia (1902). Only in two
European countries-Finland (1906,
then part of the Russian Empire) and
Norway (1913)— did women gain
voting rights before World War I. In
the United States, the territory of
Wyoming allowed women to vote in
1869. Several other Western states
followed suit.
% . J
An Age of Democracy and Progress 749
In 1894, Captain Alfred Dreyfus,
one of the few Jewish officers in the
French army, was accused of selling
military secrets to Germany. A court
found him guilty, based on false evi-
dence, and sentenced him to life in
prison. In a few years, new evidence
showed that Dreyfus had been
framed by other army officers.
Public opinion was sharply
divided over the scandal. Many
army leaders, nationalists, leaders in
the clergy, and anti-Jewish groups
refused to let the case be reopened.
They feared sudden action would
cast doubt on the honor of the army.
Dreyfus’s defenders insisted that
justice was more important. In 1898, the writer Emile Zola published an open let-
ter titled J’accuse! (I accuse) in a popular French newspaper. In the letter, Zola
denounced the army for covering up a scandal. Zola was sentenced to a year in
prison for his views, but his letter gave strength to Dreyfus’s cause. Eventually, the
French government declared his innocence.
The Rise of Zionism The Dreyfus case showed the strength of anti-Semitism in
France and other parts of Western Europe. However, persecution of Jews was even
more severe in Eastern Europe. Russian officials permitted pogroms
(puh*GRAHMS), organized campaigns of violence against Jews. From the late
1 880s on, thousands of Jews fled Eastern Europe. Many headed for the United States.
For many Jews, the long history of exile and persecution convinced them to work
for a homeland in Palestine. In the 1890s, a movement known as Zionism developed
to pursue this goal. Its leader was Theodor Herzl (HEHRDsuhl), a writer in Vienna.
It took many years, however, before the state of Israel was established.
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• suffrage • Chartist movement • Queen Victoria • Third Republic • Dreyfus affair • anti-Semitism • Zionism
a This engraving from an 1898 French magazine shows Emile Zola being
surrounded by an anti-Semitic mob.
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which of these events most
expanded democracy, and
why?
Event
Evaluation
3. What were some effects of the
Reform Bill of 1832?
4. What was the goal of the
WSPU in Britain?
5. What was the Dreyfus affair?
6. COMPARING Why was the road to democracy more
difficult for France than for England?
7. SYNTHESIZING Look again at the primary source on page
749. What is Pankhurst demanding?
8. RECOGNIZING EFFECTS What was the connection
between anti-Semitism and Zionism?
9. WRITING ACTIVITY I POWER AND AUTHORITY [ Among the
Chartists' demands was pay for members of Parliament.
Write a letter to the editor that supports or criticizes a
pay raise for your legislators.
CONNECT TO TODAY
CREATING A POSTER
Find information on issues in today's world that involve a call for social justice. Then make a
poster in which you illustrate what you regard as the most compelling example of a current
social injustice.
750 Chapter 26
W Jm
„ «r-
j&Qgprf
Hi- \
* oi h U rt
■^mffluinunui- :
Wm * * . /jt y i
1 1
* !
Self-Rule for British Colonies
MAIN IDEA
EMPIRE BUILDING Britain
allowed self-rule in Canada,
Australia, and New Zealand but
delayed it for Ireland.
WHY IT MATTERS NOW
Canada, Australia, and New
Zealand are strong democracies
today, while Ireland is divided.
TERMS & NAMES
• dominion • home rule
• Maori • Irish Republican
• Aborigine Army
• penal colony
SETTING THE STAGE By 1800, Great Britain had colonies around the world.
These included outposts in Africa and Asia. In these areas, the British managed
trade with the local peoples, but they had little influence over the population at
large. In the colonies of Canada, Australia, and New Zealand, on the other hand,
European colonists dominated the native populations. As Britain industrialized
and prospered in the 1800s, so did these colonies. Some were becoming strong
enough to stand on their own.
Canada Struggles for Self-Rule
Canada was originally home to many Native American peoples. The first
European country to colonize Canada was France. The earliest French colonists,
in the 1600s and 1700s, had included many fur trappers and missionaries. They
tended to live among the Native Americans. Some French intermarried with
Native Americans.
Great Britain took possession of the country in 1763 after it defeated France in
the French and Indian War. The French who remained lived mostly in the lower St.
Fawrence Valley. Many English-speaking colonists arrived in Canada after it came
under British rule. Some came from Great Britain, and others were Americans who
had stayed loyal to Britain after the American Revolution. They settled separately
from the French along the Atlantic seaboard and the Great Fakes.
French and English Canada Religious and cultural differences between the
mostly Roman Catholic French and the mainly Protestant English-speaking
colonists caused conflict in Canada. Both groups pressed Britain for a greater
voice in governing their own affairs. In 1791 the British Parliament tried to
resolve both issues by creating two new Canadian provinces. Upper Canada (now
Ontario) had an English-speaking majority. Fower Canada (now Quebec) had a
French-speaking majority. Each province had its own elected assembly.
The Durham Report The division of Upper and Fower Canada temporarily
eased tensions. In both colonies, the royal governor and a small group of wealthy
British held most of the power. But during the early 1800s, middle-class profes-
sionals in both colonies began to demand political and economic reforms. In
Fower Canada, these demands were also fueled by French resentment toward
British rule. In the late 1830s, rebellions broke out in both Upper and Fower
TAKING NOTES
Comparing Use a chart
to compare progress
toward self-rule by
recording significant
events.
Country
Political
Events
Canada
Australia.
New
Zealand
Ireland
An Age of Democracy and Progress 751
Canada. The British Parliament sent a reform-minded
statesman, Lord Durham, to investigate.
In 1839, Durham sent a report to Parliament that urged
two major reforms. First, Upper and Lower Canada should
be reunited as the Province of Canada, and British immi-
gration should be encouraged. In this way, the French would
slowly become part of the dominant English culture.
Second, colonists in the provinces of Canada should be
allowed to govern themselves in domestic matters. A
The Dominion of Canada By the mid- 1800s, many
Canadians believed that Canada needed a central govern-
ment. A central government would be better able to protect
the interests of Canadians against the United States, whose
territory now extended from the Atlantic to the Pacific
oceans. In 1867, Nova Scotia and New Brunswick joined
the Province of Canada to form the Dominion of Canada.
As a dominion , Canada was self-governing in domestic
affairs but remained part of the British Empire.
Canada's Westward Expansion Canada’s first prime min-
ister, John MacDonald, expanded Canada westward by pur-
chasing lands and persuading frontier territories to join the
union. Canada stretched to the Pacific Ocean by 1 87 1 . Mac-
Donald began the construction of a transcontinental rail-
road, completed in 1885.
Australia and New Zealand
The British sea captain James Cook claimed New Zealand
in 1769 and part of Australia in 1770 for Great Britain. Both lands were already
inhabited. In New Zealand, Cook was greeted by the Maori , a Polynesian people
who had settled in New Zealand around a.d. 800. Maori culture was based on farm-
ing, hunting, and fishing.
When Cook reached Australia, he considered the land uninhabited. In fact,
Australia was sparsely populated by Aborigines , as Europeans later called the
native peoples. Aborigines are the longest ongoing culture in the world. These
nomadic peoples fished, hunted, and gathered food.
Britain's Penal Colony Britain began colonizing Australia in 1788 with
convicted criminals. The prisons in England were severely overcrowded. To solve
this problem, the British government established a penal colony in Australia. A
penal colony was a place where convicts were sent to serve their sentences. Many
European nations used penal colonies as a way to prevent overcrowding of prisons.
After their release, the newly freed prisoners could buy land and settle.
Free Settlers Arrive Free British settlers eventually joined the former convicts in
both Australia and New Zealand. In the early 1800s, an Australian settler experi-
mented with breeds of sheep until he found one that produced high quality wool
and thrived in the country’s warm, dry weather. Although sheep are not native to
Australia, the raising and exporting of wool became its biggest business.
To encourage immigration, the government offered settlers cheap land. The pop-
ulation grew steadily in the early 1800s and then skyrocketed after a gold rush in
1851. The scattered settlements on Australia’s east coast grew into separate
colonies. Meanwhile, a few pioneers pushed westward across the vast dry interior
and established outposts in western Australia.
History/?/ Depth
Acadians to Cajuns
Colonists from France founded the
colony of Acadia on the eastern coast
of what is now Canada in 1604.
Tensions flared between these
settlers and later arrivals from
England and Scotland.
In 1713, the British gained control
of Acadia and renamed it Nova Scotia
(New Scotland). They expelled
thousands of descendants of the
original Acadians. Many eventually
settled in southern Louisiana. Today,
their culture still thrives in the
Mississippi Delta area, where the
people are called Cajuns (an
alteration of Acadian).
I I
MAIN IDEA
Recognizing
Effects
How do you
think Durham's
report affected
French-speaking
Canadians?
752 Chapter 26
GREAT
SANDY DESERT
SIMPSON
DESERT
GIBSON DESERT
AUSTRALIA
Brisbane,
J824
GREAT VICTORIA
DESERT
Newcastle,
* 1804
Sydney,
1788
r Great Australian
Bight - d
Albany, 1827
Australia and New
Zealand to 1850
Climate Regions
□ Desert
□ Grassland
ES Mediterranean
E£ Rainforest
I I Savanna
□ Woodlands
ESSI Densest Aborigine
or Maori populations,
around 1770
■ Date of European
settlement
INTERACTIVE
NEW
ZEALAND
Tasman
Sea i
Russell, 1829 *
Auckland, 1840,
""•“‘km,,,.,.
1840
PACIFIC
OCEAN
* Dunedin, 1848
4
m
0 200 Miles
500 Kilometers
INDIAN
OCEAN
20°S
Tropic of Capricoi]
30°S " \
Coral
Sea
Strait
New Zealand
1,300 miles
500 Miles
1,000 Kilometers
k Launceston, 1804
Tasmania
*Hobart, 1804
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1. Region What sort of climate region is found along the eastern coast of Australia?
2. Region What regions of Australia and New Zealand were most densely inhabited by native
peoples?
M AIM IDEA
Contrasting
& How did the
colonial settlement
of Australia and
New Zealand differ?
Settling New Zealand European settlement of New Zealand grew more slowly.
This was because Britain did not claim ownership of New Zealand, as it did
Australia. Rather, it recognized the land rights of the Maori. In 1814, missionary
groups began arriving from Australia seeking to convert the Maori to Christianity.
The arrival of more foreigners stirred conflicts between the Maori and the
European settlers over land. Responding to the settlers’ pleas, the British decided
to annex New Zealand in 1839 and appointed a governor to negotiate with the
Maori. In a treaty signed in 1840, the Maori accepted British rule in exchange for
recognition of their land rights.
Self-Government Like Canadians, the colonists of Australia and New Zealand
wanted to rule themselves yet remain in the British Empire. During the 1850s, the
colonies in both Australia and New Zealand became self-governing and created
parliamentary forms of government. In 1901, the Australian colonies were united
under a federal constitution as the Commonwealth of Australia. During the early w . This ph ° t0§raph
shows a Maori
1900s, both Australia and New Zealand became dominions. warrior with
The people of Australia and New Zealand pioneered a number of political traditional dress
reforms. For example, the secret ballot, sometimes called the Australian ballot, was and face markings,
first used in Australia in the 1850s. In 1893, New Zealand
became the first nation in the world to give full voting rights to
women. However, only white women gained these rights.
Status of Native Peoples Native peoples and other non-
Europeans were excluded from democracy and prosperity.
Diseases brought by the Europeans killed Aborigines and
Maori. As Australian settlement grew, the colonists displaced or
killed many Aborigines.
In New Zealand, tensions between settlers and Maori contin-
ued to grow after it became a British colony. Between 1845 and
1872, the colonial government fought the Maori in a series of
wars. Reduced by disease and outgunned by British weapons, the
Maori were finally driven into a remote part of the country, j \j
An Age of Democracy and Progress 753
The Irish Win Home Rule
English expansion into Ireland had begun in the 1 100s, when the pope granted con-
trol of Ireland to the English king. English knights invaded Ireland, and many set-
tled there to form a new aristocracy. The Irish, who had their own ancestry, culture,
and language, bitterly resented the English presence. Laws imposed by the English
in the 1500s and 1600s limited the rights of Catholics and favored the Protestant
religion and the English language.
Over the years, the British government was determined to maintain its control
over Ireland. It formally joined Ireland to Britain in 1801. Though a setback for
Irish nationalism, this move gave Ireland representation in the British Parliament.
Irish leader Daniel O’Connell persuaded Parliament to pass the Catholic
Emancipation Act in 1829. This law restored many rights to Catholics.
The Great Famine In the 1840s, Ireland experienced one of the worst famines of
modern history. For many years, Irish peasants had depended on potatoes as virtu-
ally their sole source of food. From 1845 to 1848, a plant fungus ruined nearly all
of Ireland’s potato crop. Out of a population of 8 million, about a million people
died from starvation and disease over the next few years.
During the famine years, about a million and a half people fled from Ireland.
Most went to the United States; others went to Britain, Canada, and Australia. At
home, in Ireland, the British government enforced the demands of the English
landowners that the Irish peasants pay their rent. Many Irish lost their land and fell
hopelessly in debt, while large landowners profited from higher food prices.
Demands for Home Rule During the second half of the 1800s, opposition to
British rule over Ireland took two forms. Some Irish wanted independence for
Ireland. A greater number of Irish preferred home rule , local control over internal
Analyzing Primary Sources
Starvation in Ireland
A traveler described what he saw on a journey through
Ireland in 1847:
PRIMARY SOURCE
We entered a cabin. Stretched in one dark corner,
scarcely visible, from the smoke and rags that covered
them, were three children huddled together, lying there
because they were too weak to rise, pale and ghastly,
their little limbs— on removing a portion of the filthy
covering-perfectly emaciated, eyes sunk, voice gone,
and evidently in the last stage of actual starvation.
WILLIAM BENNETT, quoted in Narrative of a Recent Journey
of Six Weeks in Ireland
DOCUMENT-BASED QUESTIONS
1. Determining Main Ideas What was the effect of the
destruction of Ireland's potato crop on the population of
Ireland?
2. Clarifying How did 18 percent of the population deal with the
famine?
3. Comparing Which country received the most Irish emigrants?
The Great Famine, 1845-1851
Fate of the Irish during the famine:
70% remained in Ireland, though
millions more Irish emigrated
after 1851
12% died
18% emigrated
Where they
emigrated to (1851):
Australia, 2.5%
Canada, 11.5%
Britain, 36% —
United States, 50%
ted to (1851):
ft
)% — o
Sources: R. F. Foster, Modern Ireland, 1600-1972;
D. Fitzpatrick, Irish Emigration, 1804-1921
754 Chapter 26
MAIN IDEA
Evaluating
Decisions
L 1 Was Britain's
policy in dividing
Ireland successful?
Why or why not?
matters only. The British, fearful of Irish moves toward inde-
pendence, refused to consider either option.
One reason for Britain’s opposition to home rule was con-
cern for Ireland’s Protestants. They feared being a minority in
a country dominated by Catholics. Most Protestants lived in
the northern part of Ireland, known as Ulster. Finally, in 1914,
Parliament enacted a home rule bill for southern Ireland. Just
one month before the plan was to take effect, World War I
broke out in Europe. Irish home rule was put on hold.
Rebellion and Division Frustrated over the delay in gaining
independence, a small group of Irish nationalists rebelled in
Dublin during Easter week, 1916. British troops put down the
Easter Rising and executed its leaders. Their fate, however,
aroused wider popular support for the nationalist movement.
After World War I, the Irish nationalists won a victory in
the elections for the British Parliament. To protest delays in
home rule, the nationalist members decided not to attend
Parliament. Instead, they formed an underground Irish gov-
ernment and declared themselves independent. The Irish
Republican Army (IRA), an unofficial military force seek-
ing independence for Ireland, staged a series of attacks
against British officials in Ireland. The attacks sparked war
between the nationalists and the British government.
In 1921, Britain divided Ireland and granted home rule to
southern Ireland. Ulster, or Northern Ireland, remained a
part of Great Britain. The south became a dominion called
the Irish Free State. However, many Irish nationalists, led by
Eamon De Valera, continued to seek total independence
from Britain. In 1949, the Irish Free State declared itself the
independent Republic of Ireland. C,
Connect ^Today
Northern Ireland Today
When Northern Ireland decided to
stay united with Great Britain, many
Catholics there refused to accept the
partition, or division. In the late
1960s, Catholic groups began to
demonstrate for more civil rights.
Their protests touched off fighting
between Catholics and Protestants.
Militant groups on both sides
engaged in terrorism. This violent
period, called the "troubles,"
continued into the 1990s.
In 1999, with a peace accord,
Catholics and Protestants began
sharing power in a new home-rule
government. In May 2007, home rule
returned under a new power-sharing
government.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY Design a Web page
about the peace process in Northern
Ireland today. Include key figures in the
peace process, especially Gerry Adams
and David Trimble. Go to classzone.com
for your research.
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• dominion • Maori • Aborigine • penal colony • home rule • Irish Republican Army
USING YOUR NOTES
2. In what ways was Ireland
different from the other three
colonies?
Country
Political
Events
Canada.
Australia
New
Zealand
MAIN IDEAS
3. What were the two major
reforms urged by the Durham
report?
4. What was unusual about the
first European settlers in
Australia?
5. What are the main countries to
which the Irish emigrated
during the famine?
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY
Use the Internet to find information on Irish emigration to the United
States. Create a bar graph showing the years when the largest
numbers of Irish came to the United States.
CRITICAL THINKING & WRITING
6. COMPARING How was Britain's policy toward Canada
beginning in the late 1700s similar to its policy toward
Ireland in the 1900s?
7. DRAWING CONCLUSIONS What impact did the Great
Famine have on the population of Ireland?
8. CLARIFYING Why did Britain create Upper Canada and
Lower Canada, and who lived in each colony?
9. WRITING ACTIVITY | EMPIRE BUILDING | Britain encouraged
emigration to each of the colonies covered in this section.
What effects did this policy have on these areas? Write a
paragraph in which you provide an explanation.
INTERNET KEYWORD
Irish immigration
An Age of Democracy and Progress 755
Social History
Life in Early Australia
European explorers located Australia long after they had begun
colonizing other lands. Dutch explorers were probably the first
Europeans to reach Australia around 1605. Australia was not claimed by
a European power, however, until the British did so in 1770.
Early Australia had many groups of people with diverse interests,
including a native population that had lived on the island for at least
40,000 years. On these pages you will discover the occupations,
motivations, and interests of some Australians in the 17th and 18th
centuries.
T Original Australians
Aboriginal society developed in close
harmony with nature. There were
between 200 and 300 Aboriginal
languages, and most people were
bilingual or multilingual. By 1900, half
of Australia's original inhabitants had
died fighting the British or from disease.
The engraving below depicts an
Aboriginal man with ceremonial face
paint and scars. The other image below
is an ancient Aboriginal rock painting.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on early
Australia, go to classzone.com
Gold Miners
In 1851, lured by the potential of striking it
rich, thousands of people began prospecting
for gold in Australia. Sometimes whole families
moved to the gold fields, but life in the gold
camps was hard and very few people struck it
rich. Searching for gold was hard and dirty
work, as this painting illustrates.
si '4 A
> DATA FILE
Australia Today
• Australia still mines gold, but it
also produces 95 percent of
the world's precious opals and
99 percent of black opals.
• Australia has 24 million head
of cattle and is the world's
largest exporter of beef.
• Australians had 8.6 million cell
phones in 2000.
Australia's Population
• In 2001, there was an average
of 6.5 people per square mile
in Australia. That same year in
the United States there were
77.8 people per square mile.
• In Australia's 2001 census,
410,003 people identified
themselves as being of
indigenous origin.
Australia's Population
1901
2001
▲ Farmers and Ranchers
Free settlers made the journey to Australia willingly. Many went
into farming and ranching. Farms provided much-needed food, and sheep
ranching provided wool as a valuable export. Convicts were hired out to
farmers and ranchers as cheap labor. Sheep ranching, shown in the picture
above, remains an important part of Australia's economy.
▼ Convicts
Beginning in 1788, England sent both male and
female prisoners to Australia— sometimes with
their children. Convicts built public buildings,
roads, and bridges. England stopped sending
convicts to Australia in 1868. The prison ship
shown here housed prisoners before they
went to Australia.
I Females Males
J
Connect to Today
1. Forming and Supporting Opinions
Of the groups represented on this
page, which do you believe had
highest quality of living? Why?
See Skillbuilder Handbook, page R20.
2. Comparing and Contrasting Use the
Internet to research the issues that
Australian Aborigines and Native
Americans in the United States face
today and compare them. How are
they similar? How are they different?
757
War and Expansion
in the United States
MAIN IDEA
I
WHY IT MATTERS NOW
TERMS & NAMES
9
POWER AND AUTHORITY The
United States expanded across
North America and fought a
civil war.
The 20th-century movements to
ensure civil rights for African
Americans and others are a
legacy of this period.
manifest • U.S. Civil War
destiny • Emancipation
Abraham Proclamation
Lincoln • segregation
secede
SETTING THE STAGE The United States won its independence from Britain
in 1783. At the end of the Revolutionary War, the Mississippi River marked the
western boundary of the new republic. As the original United States filled with
settlers, land-hungry newcomers pushed beyond the Mississippi. The govern-
ment helped them by acquiring new territory for settlement. Meanwhile, tensions
between northern and southern states over the issues of states’ rights and slavery
continued to grow and threatened to reach a boiling point.
TAKING NOTES
Following Chronological
Order Create a time line
to record major events of
the United States in the
19th century.
£ve,n+ £ve.n+
one three
Bvent Bvent
two four
Americans Move West
In 1803, President Thomas Jefferson bought the Louisiana Territory from France.
The Louisiana Purchase doubled the size of the new republic and extended its
boundary to the Rocky Mountains. In 1819, Spain gave up Florida to the United
States. In 1846, a treaty with Great Britain gave the United States part of the
Oregon Territory. The nation now stretched from the Atlantic to the Pacific oceans.
Manifest Destiny Many Americans believed in manifest destiny, the idea that
the United States had the right and duty to rule North America from the Atlantic
Ocean to the Pacific Ocean. Government leaders used manifest destiny to justify
evicting Native Americans from their tribal lands.
The Indian Removal Act of 1830 made such actions official policy. This law
enabled the federal government to force Native Americans living in the East to
move to the West. Georgia’s Cherokee tribe challenged the law before the
Supreme Court. The Court, however, ruled that the suit was not valid. The
Cherokees had to move. Most of them traveled 800 miles to Oklahoma, mainly
on foot, on a journey later called the Trail of Tears. About a quarter of the
Cherokees died on the trip. A survivor recalled how the journey began:
PRIMARY SOURCE
The day was bright and beautiful, but a gloomy thoughtfulness was depicted in the
lineaments of every face. ... At this very moment a low sound of distant thunder fell
on my ear . . . and sent forth a murmur, I almost thought a voice of divine indignation
for the wrong of my poor and unhappy countrymen, driven by brutal power from all
they loved and cherished in the land of their fathers.
WILLIAM SHOREY COODEY, quoted in The Trail of Tears
758 Chapter 26
When the Cherokees reached their des-
tination, they ended up on land inferior to
that which they had left. As white settlers
moved west during the 19th century, the
government continued to push Native
Americans off their land.
Texas Joins the United States When
Mexico had gained its independence
from Spain in 1821, its territory included
the lands west of the Louisiana Purchase.
With Mexico’s permission, American set-
tlers moved into the Mexican territory of
Texas. However, settlers were unhappy
with Mexico’s rule.
In 1836, Texans revolted against
Mexican rule and won their indepen-
dence. Then, in 1845, the United States
annexed Texas. Since Mexico still
claimed Texas, it viewed this annexation
as an act of war.
□ U.S. in 1783
□ Louisiana Purchase/T80^0«l
i J Florida Cession, 1819 \
Ml By treaty with Great Britain, I
1818 and 1842
■ ] Texas Annexation, 1845
Q Oregon, 1846
□l Mexican Cession, 1848
■ Gadsden Purchase, 1853
ANADA
By treaty with
Great Britain, 1842
MEXICAN
CESSION
TEXAS
INEXATION
GADSDEN
PURCHASE
Gulf Of
Mexico
EXICO
ATLANTIC
OCEAN
PACIFIC
OCEAN
? V'X-
7
1,000 Kilometers
0pic Of Cancer
~20°n
War with Mexico Between May 1846
and February 1848, war raged between
the two countries. Finally, Mexico sur-
rendered. As part of the settlement of the
Mexican-American War, Mexico ceded
territory to the United States. The
Mexican Cession included California and a
the Gadsden Purchase from Mexico brought
its present boundaries.
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Movement What was the first territory to be added to the
United States after 7 783?
2. Region What present-day states were part of the Mexican
Cession?
huge area in the Southwest. In 1853,
the lower continental United States to
MAIN IDEA
Contrasting
A, What were the
main economic dif-
ferences between
the Northern and
Southern states?
Civil War Tests Democracy
America’s westward expansion raised questions about what laws and customs
should be followed in the West. Since the nation’s early days, the northern and
southern parts of the United States had followed different ways of life. Each section
wanted to extend its own way of life to the new territories and states in the West.
North and South The North had a diversified economy, with both farms and
industry. For both its factories and farms, the North depended on free workers. The
South’s economy, on the other hand, was based on just a few cash crops, mainly
cotton. Southern planters relied on slave labor. A,
The economic differences between the two regions led to a conflict over slavery.
Many Northerners considered slavery morally wrong. They wanted to outlaw slav-
ery in the new western states. Most white Southerners believed slavery was neces-
sary for their economy. They wanted laws to protect slavery in the West so that they
could continue to raise cotton on the fertile soil there.
The disagreement over slavery fueled a debate about the rights of the individual
states against those of the federal government. Southern politicians argued that the
states had freely joined the Union, and so they could freely leave. Most
Northerners felt that the Constitution had established the Union once and for all.
Civil War Breaks Out Conflict between the North and South reached a climax in
1860, when Abraham Lincoln was elected president. Southerners fiercely
An Age of Democracy and Progress 759
KENTUCKY
V TENNESSEE u
f^ioaq t Chattanooga,
Memphis. + *1863
«g> Shiloh,
..... & 1862
MISSISSIPPI
ALABAMA GEORGIA
Vicksburg, 1863
New Orleans
Gulf of Mexico
[ I United States
□ Confederate States
Union advances
Major battle
IOWA
Civil War in the United States, 1861-1865
VT. JPI
N.H.
Boston
MASS?
NEW YORK v
C°NN.\' R |
# New York
a NEW JERSEY
Gettysburg, 1863 £ Baltimore ^ Ph ' a
OHIO Antietam, 1862 3 HH^_ e DEL
Bull Run, 1861 * Washington, D.C.
6 ]k Richmond
ATLANTIC
/) ocean
NORTH
CAROLINA "Goldsboro
f
SOUTH
IAR0UNA
M Ft. Sumter, 1861
(Charleston)
avannah
250 Miles
Civil War Deaths
400
300
5 200
100
Confederacy
Union
400 Kilometers
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1. Movement What can you tell about the strategy of the North to defeat the South?
2. Human-Environment Interaction Which side do you think suffered the most
devastation? Why?
opposed Lincoln, who had promised to stop the spread of slavery. One by one,
Southern states began to secede , or withdraw, from the Union. These states came
together as the Confederate States of America.
On April 12, 1861, Confederate forces fired on Fort Sumter, a federal fort in
Charleston, South Carolina. Lincoln ordered the army to bring the rebel states back
into the Union. The U.S. Civil War had begun. Four years of fighting followed, most
of it in the South. Although the South had superior military leadership, the North
had a larger population, better transportation, greater resources, and more factories.
These advantages proved too much, and in April 1865, the South surrendered.
Abolition of Slavery Lincoln declared that the war was being fought to save the
Union and not to end slavery. He eventually decided that ending slavery would help
to save the Union. Early in 1863, he issued the Emancipation Proclamation ,
declaring that all slaves in the Confederate states were free.
At first, the proclamation freed no slaves, because the Confederate states did not
accept it as law. As Union armies advanced into the South, however, they freed
slaves in the areas they conquered. The Emancipation Proclamation also showed
European nations that the war was being fought against slavery. As a result, these
nations did not send the money and supplies that the South had hoped they would.
In the aftermath of the war, the U.S. Congress passed the Thirteenth Amendment
to the Constitution, which abolished slavery in the United States. The Fourteenth
and Fifteenth Amendments extended the rights of citizenship to all Americans and
guaranteed former slaves the right to vote.
Reconstruction From 1865 to 1877, Union troops occupied the South and
enforced the constitutional protections. This period is called Reconstruction. After
federal troops left the South, white Southerners passed laws that limited African
MAIN IDEA
Analyzing Issues
B, Did the
Emancipation
Proclamation reflect
a change in
Lincoln's main goal
for the war?
760 Chapter 26
M AIN IDEA
Recognizing
Effects
£> How did rail-
roads affect the
growth of the
United States?
Americans’ rights and made it difficult for them to vote.
Such laws also encouraged se g re gation , or separation, of
blacks and whites in the South. African Americans contin-
ued to face discrimination in the North as well.
The Postwar Economy
The need for mass production and distribution of goods dur-
ing the Civil War speeded industrialization. After the war, the
United States experienced industrial expansion unmatched
in history. By 1914, it was a leading industrial power.
Immigration Industrialization could not have occurred so
rapidly without immigrants. During the 1870s, immigrants
arrived at a rate of nearly 2,000 a day. By 1914, more than
20 million people had moved to the United States from
Europe and Asia. Many settled in the cities of the Northeast
and Midwest. Others settled in the open spaces of the West.
The Railroads As settlers moved west, so did the nation’s
rail system. In 1862, Congress had authorized money to
build a transcontinental railroad. For seven years, immi-
grants and other workers dug tunnels, built bridges, and laid
track. When the railroad was completed in 1869, railroads
linked California with the eastern United States. &
By 1900, nearly 200,000 miles of track crossed the nation.
This system linked farm to city and boosted trade and indus-
try. The railroads bought huge quantities of steel. Also, trains
brought materials such as coal and iron ore to factories and
moved the finished goods to market. They carried com,
wheat, and cattle from the Great Plains to processing plants
in St. Louis, Chicago, and Minneapolis. These developments
helped to make the United States a world leader.
Abraham Lincoln
1809-1865
Lincoln passionately believed in
preserving the Union. His upbringing
might help explain why. The son of
rural, illiterate parents, he educated
himself. After working as rail splitter,
boatman, storekeeper, and surveyor,
he taught himself to be a lawyer. This
career path led eventually to the
White House.
In Europe, people stayed at the
level of society into which they had
been born. Yet the United States had
been founded on the belief that all
men were created equal. Small
wonder that Lincoln fought to
preserve the democracy he described
as the "last best hope of earth."
V J
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• manifest destiny • Abraham Lincoln • secede • U.S. Civil War • Emancipation Proclamation • segregation
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which events contributed to
3. What territory did the Mexican-
6. DISTINGUISHING FACT FROM OPINION Reread the
U.S. expansion?
American War open up to
American settlers?
quotation from William Shorey Coodey on page 758.
What facts are conveyed in his statement? What opinions
£ve.irk £ve,irk
4. What were some of the
does he express about the Trail of Tears?
one. ‘thre.e.
economic differences between
the North and the South before
7. COMPARING What were the relative resources of the
North and South in the U.S. Civil War?
1 1 r 1 i 1
the Civil War?
8. MAKING INFERENCES How might the Mexican Cession
Sve.n"t fcve,irk
5. How did the Civil War speed
(see map, page 759) have consequences today?
two four
up America's industrialization?
9. WRITING ACTIVITY POWER AND AUTHORITYl Imagine that
you are making the westward journey by wagon train. Write
a number of journal entries describing your experience.
CONNECT TO TODAY
MAKING A TABLE
Find information on countries today that are experiencing civil wars or conflicts. Make a table
that includes the name of each country, the continent it is located on, and the dates of the
conflict.
An Age of Democracy and Progress 761
Nineteenth-Century Progress
MAIN IDEA
I
WHY IT MATTERS NOW
TERMS & NAMES
SCIENCE AND TECHNOLOGY
Breakthroughs in science and
technology transformed daily
life and entertainment.
Electric lights, telephones, cars,
and many other conveniences
of modern life were invented
during this period.
• assembly line
• Charles
Darwin
• theory of
evolution
• radioactivity
• psychology
• mass
culture
SETTING THE STAGE The Industrial Revolution happened because of inven-
tions such as the spinning jenny and the steam engine. By the late 1800s,
advances in both industry and technology were occurring faster than ever before.
In turn, the demands of growing industries spurred even greater advances in
technology. A surge of scientific discovery pushed the frontiers of knowledge
forward. At the same time, in industrialized countries, economic growth pro-
duced many social changes.
TAKING NOTES
Summarizing Use a web
diagram to connect
people with their ideas
and inventions.
QO
People, and Progress
o' o
Inventions Make Life Easier
In the early 1800s, coal and steam drove the machines of industry. By the late
1800s, new kinds of energy were coming into use. One was gasoline (made from
oil), which powered the internal combustion engine. This engine would make the
automobile possible. Another kind of energy was electricity In the 1870s, the elec-
tric generator was developed, which produced a current that could power machines.
Edison the Inventor During his career, Thomas Edison patented more than
1,000 inventions, including the light bulb and the phonograph. Early in his
career, Edison started a research laboratory in Menlo Park, New Jersey. Most of
his important inventions were developed there, with help from the researchers he
employed, such as Lewis H. Latimer, an African-American inventor. Indeed, the
idea of a research laboratory may have been Edison’s most important invention.
Bell and Marconi Revolutionize Communication Other inventors helped har-
ness electricity to transmit sounds over great distances. Alexander Graham Bell
was a teacher of deaf students who invented the telephone in his spare time. He
displayed his device at the Philadelphia Centennial Exposition of 1876.
The Italian inventor Guglielmo Marconi used theoretical discoveries about
electromagnetic waves to create the first radio in 1895. This device was impor-
tant because it sent messages (using Morse Code) through the air, without the use
of wires. Primitive radios soon became standard equipment for ships at sea.
Ford Sparks the Automobile Industry In the 1880s, German inventors used a
gasoline engine to power a vehicle — the automobile. Automobile technology
developed quickly, but since early cars were built by hand, they were expensive.
An American mechanic named Henry Ford decided to make cars that were
affordable for most people. Ford used standardized, interchangeable parts. He
762 Chapter 26
Science & Technology
Edison's Inventions
Thomas Alva Edison was one of the greatest inventors in history. He held
thousands of patents for his inventions in over 30 countries. The United States
Patent Office alone issued Edison 1,093 patents. Among his inventions was an
electric light bulb, the phonograph, and motion pictures, all shown on this page.
Some scientists and historians, however, believe that Edison’s greatest
achievement was his development of the research laboratory. Edison worked
with a team of different specialists to produce his creations. His precise manner
is illustrated by his famous quote: “Genius is 1 percent inspiration and 99
percent perspiration.”
A Thomas Edison in his West Orange,
New Jersey, laboratory, 1915
INTEGRATED TECHNOLOGY
Connect to Today
T Motion pictures The idea of "moving
pictures" was not Edison's, but his
"Kinetoscope," shown below, made
movies practical.
RESEARCH LINKS For more on Thomas
Alva Edison, go to classzone.com
T Phonograph Commonplace today, a
device for recording sound did not exist
until Thomas Edison invented it. He first
demonstrated his phonograph in 1877.
VY/HY uni y™r nwtKB pklureihcw maliingVoUlta lug
w money you (mJ abmil? How t» il ikti fbr nun m ihr nral
b toe It cjlti *how llw *4tie pteturct you *ikI Ultr ibr cramli. xway
From you? Wc L |j idi you. lit all in ihc nrnohi»*r ™ oml .m
EDISON KINETOSCOPE
‘ 1 ' i
.Lrrin
■■ ^ son*
IV., RUm ■ IO mln ‘I#
Pnu, * MO Hit. UKkU
THOMAS A. EDISON, lot. 27 4 An
■, Ofwp. N. /.
f z
kai
A Light bulb Edison and his team are working on an
electric light bulb in this painting. Edison's inventions often
developed from existing technologies. Many people were
working on an electric light bulb, but Edison made it practical.
1. Clarifying What did Edison mean
when he said, "Genius is 1 percent
inspiration and 99 percent
perspiration"?
See Skillbuilder Handbook, page R4.
2. Forming and Supporting Opinions
Which of Edison's inventions shown
on this page do you think has had
the most influence?
763
A Telephone
Alexander Graham Bell
demonstrated the first telephone
in 1876. It quickly became an
essential of modern life. By 1900,
there were 1.4 million telephones
in the United States. By 1912,
there were 8.7 million.
A Airplane
Through trial and error, the Wright
brothers designed wings that
provided lift and balance in flight.
Their design is based on principles
that are still used in every aircraft.
◄ Automobile Assembly Line
Ford's major innovation was to
improve efficiency in his factory.
By introducing the assembly line,
he reduced the time it took to
build a car from 12.5 to 1.5
worker-hours.
also built them on an assembly line , a line of workers who each put a single piece
on unfinished cars as they passed on a moving belt.
Assembly line workers could put together an entire Model T Ford in less than
two hours. When Ford introduced this plain, black, reliable car in 1908, it sold for
$850. As his production costs fell, Ford lowered the price. Eventually it dropped to
less than $300. Other factories adopted Ford’s ideas. By 1916, more than 3.5 mil-
lion cars were traveling around on America’s roads. A,
The Wright Brothers Fly Two bicycle mechanics from Dayton, Ohio, named
Wilbur and Orville Wright, solved the age-old riddle of flight. On December 17,
1903, they flew a gasoline-powered flying machine at Kitty Hawk, North Carolina.
The longest flight lasted only 59 seconds, but it started the aircraft industry.
MAIN IDEA
Making
Inferences
4/ Why do you
think Ford reduced
the price of the
Model T?
New Ideas in Medicine
As you learned in Chapter 22, earlier centuries had established the scientific method.
Now this method brought new insights into nature as well as practical results.
The Germ Theory of Disease An important breakthrough in the history of
medicine was the germ theory of disease. It was developed by French chemist
Louis Pasteur in the mid- 1800s. While examining the fermentation process of alco-
hol, Pasteur discovered that it was caused by microscopic organisms he called bac-
teria. He also learned that heat killed bacteria. This led him to develop the process
of pasteurization to kill germs in liquids such as milk. Soon, it became clear to
Pasteur and others that bacteria also caused diseases.
Joseph Lister, a British surgeon, read about Pasteur’s work. He thought germs
might explain why half of surgical patients died of infections. In 1865, he ordered
that his surgical wards be kept spotlessly clean. He insisted that wounds be washed
in antiseptics, or germ-killing liquids. As a result, 85 percent of Lister’s patients
survived. Other hospitals adopted Lister’s methods.
Public officials, too, began to understand that cleanliness helped prevent the
spread of disease. Cities built plumbing and sewer systems and took other steps to
improve public health. Meanwhile, medical researchers developed vaccines or
cures for such deadly diseases as typhus, typhoid fever, diphtheria, and yellow
fever. These advances helped people live longer, healthier lives.
764 Chapter 26
Clarifying
By According to
Darwin, how does
natural selection
affect evolution?
New Ideas in Science
No scientific idea of modern times aroused more controversy than the work of
English naturalist Charles Darwin . The cause of the controversy was Darwin’s
answer to the question that faced biologists: How can we explain the tremendous
variety of plants and animals on earth? A widely accepted answer in the 1800s was
the idea of special creation — every kind of plant and animal had been created by
God at the beginning of the world and had remained the same since then.
Darwin's Theory of Evolution Darwin challenged the idea of special creation.
Based on his research as a naturalist on the voyage of the H.M.S. Beagle, he devel-
oped a theory that all forms of life, including human beings, evolved from earlier
living forms that had existed millions of years ago.
In 1859, Darwin published his thinking in a book titled On the Origin of Species
by Means of Natural Selection. According to the idea of natural selection, popula-
tions tend to grow faster than the food supply and so must compete for food. The
members of a species that survive are those that are fittest, or best adapted to their
environment. These surviving members of a species produce offspring that share
their advantages. Gradually, over many generations, the species may change. In this
way, new species evolve. Darwin’s idea of change through natural selection came
to be called the theory of evolution . B j
Mendel and Genetics Although Darwin said that living
things passed on their variations from one generation to the
next, he did not know how they did so. In the 1850s and
1860s, an Austrian monk named Gregor Mendel discovered
that there is a pattern to the way that certain traits are inher-
ited. Although his work was not widely known until 1900,
Mendel’s work began the science of genetics.
Advances in Chemistry and Physics In 1803, the British
chemist John Dalton theorized that all matter is made of
tiny particles called atoms. Dalton showed that elements
contain only one kind of atom, which has a specific weight.
Compounds, on the other hand, contain more than one kind
of atom.
In 1869, Dmitri Mendeleev (MEHN*duh*LAY*uhf), a
Russian chemist, organized a chart on which all the known
elements were arranged in order of weight, from lightest to
heaviest. He left gaps where he predicted that new elements
would be discovered. Later, his predictions proved correct.
Mendeleev’s chart, the Periodic Table, is still used today.
A husband and wife team working in Paris, Marie and
Pierre Curie, discovered two of the missing elements, which
they named radium and polonium. The elements were found
in a mineral called pitchblende that released a powerful
form of energy. In 1898, Marie Curie gave this energy the
name radioactivity . In 1903, the Curies shared the Nobel
Prize for physics for their work on radioactivity. In 1911,
Marie Curie won the Nobel Prize for chemistry for the dis-
covery of radium and polonium.
Physicists around 1900 continued to unravel the secrets
of the atom. Earlier scientists believed that the atom was the
smallest particle that existed. A British physicist named
History Makers
Marie Curie
1867-1934
Marie Curie's original name was Marya
Sklodowska. Born in Warsaw, Poland,
she emigrated to Paris to study, where
she changed her name to Marie.
She achieved a number of firsts in
her career. She was the first woman to
teach in the Sorbonne, a world-famous
college that was part of the University
of Paris. She was the first woman to
win a Nobel Prize— two, in fact.
In 1911, she won the Nobel prize
for chemistry. In 1921, she made a
journey to the U.S. In 1934, she died
from leukemia caused by the radiation
she had been exposed to in her work.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on Marie
Curie, go to classzone.com.
^ - - - - - -- - - J
An Age of Democracy and Progress 765
Ernest Rutherford suggested that atoms were made up of yet
smaller particles. Each atom, he said, had a nucleus sur-
rounded by one or more particles called electrons. Soon
other physicists such as Max Planck, Neils Bohr, and Albert
Einstein were studying the structure and energy of atoms.
Social Sciences Explore Behavior
The scientific theories of the 1800s prompted scholars to
study human society and behavior in a scientific way.
Interest in these fields grew enormously during that century,
as global expeditions produced a flood of new discoveries
about ancient civilizations and world cultures. This led to
the development of modern social sciences such as archae-
ology, anthropology, and sociology.
An important new social science was psycholog y, the
study of the human mind and behavior. The Russian physi-
ologist Ivan Pavlov believed that human actions were often
unconscious reactions to experiences and could be changed
by training.
Another pioneer in psychology, the Austrian doctor
Sigmund Freud, also believed that the unconscious mind
drives how people think and act. In Freud’s view, uncon-
scious forces such as suppressed memories, desires, and
impulses shape behavior. He founded a type of therapy
called psychoanalysis to deal with psychological conflicts
created by these forces.
Freud’s theories became very influential. However, his
idea that the mind was beyond conscious control also
shocked many people. The theories of Freud and Pavlov
challenged the fundamental idea of the Enlightenment —
that reason was supreme. The new ideas about psychology began to shake the 19th-
century faith that humans could perfect themselves and society through reason. C,
History '/Depth
Social Darwinism
Charles Darwin (above) was a
naturalist, but a number of 19th-
century thinkers tried to apply his
ideas to economics and politics. The
leader in this movement was Herbert
Spencer, an English philosopher.
Free economic competition,
Spencer argued, was natural selection
in action. The best companies make
profits, while inefficient ones go
bankrupt. Spencer applied the same
rules to individuals. Those who were
fittest for survival enjoyed wealth and
success, while the poor remained poor
because they were unfit. This idea
became known as Social Darwinism.
It also provided a rationalization for
imperialism and colonialism.
J
Clarifying
£) Why was the
work of Pavlov
and Freud
groundbreaking?
The Rise of Mass Culture
In earlier periods, art, music, and theater were enjoyed by the wealthy. This group had
the money, leisure time, and education to appreciate high culture. It was not until
about 1900 that people could speak of mass culture — the appeal of art, writing,
music, and other forms of entertainment to a larger audience.
Changes Produce Mass Culture There were several causes for the rise of mass
culture. Their effects changed life in Europe and North America. Notice in the
chart on the next page how working class people’s lives were changed by mass cul-
ture. The demand for leisure activities resulted in a variety of new pursuits for peo-
ple to enjoy. People went to music performances, movies, and sporting events.
Music Halls, Vaudeville, and Movies A popular leisure activity was a trip to the
local music hall. On a typical evening, a music hall might offer a dozen or more
different acts. It might feature singers, dancers, comedians, jugglers, magicians,
and acrobats. In the United States, musical variety shows were called vaudeville.
Vaudeville acts traveled from town to town, appearing at theaters.
During the 1880s, several inventors worked at trying to project moving images.
One successful design came from France. Another came from Thomas Edison’s labo-
ratory. The earliest motion pictures were black and white and lasted less than a minute.
766 Chapter 26
Rise of Mass Culture
Cause
Effect/Cause
Effect
• Public education
• Increase in literacy
• Mass market for books
and newspapers
• Improvement in
communications
• Publications cheaper
and more accessible
• Mass market for books
and newspapers
• Invention of phono-
graph and records
• More music directly in
people's homes
• Greater demand for
musical entertainment
• Shorter workday-
10 hours
shorter workweek—
5-1/2 days
• More leisure time
• Greater demand for
mass entertainment
activities
SKILLBUILDER: Interpreting Charts
1 . Analyzing Causes What was the immediate cause for the increased demand for mass
entertainment activities?
2. Recognizing Effects What was the ultimate effect of public education and improved
communications?
By the early 1900s, filmmakers were producing the first feature films. Movies
quickly became big business. By 1910, five million Americans attended some
10,000 theaters each day. The European movie industry experienced similar growth.
Sports Entertain Millions With time at their disposal, more people began to
enjoy sports and outdoor activities. Spectator sports now became entertainment. In
the United States, football and baseball soared in popularity. In Europe, the first
professional soccer clubs formed and drew big crowds. Favorite English sports
such as cricket spread to the British colonies of Australia, India, and South Africa.
As a result of the growing interest in sports, the International Olympic Games
began in 1896. They revived the ancient Greek tradition of holding an athletic
competition every four years. Fittingly, the first modern Olympics took place in
Athens, Greece, the country where the games had originated.
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• assembly line • Charles Darwin • theory of evolution • radioactivity • psychology • mass culture
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which breakthrough helped
people the most? Why?
People and Progress
o cr:3
3. What effect did the assembly
line have on production costs?
4. How did Joseph Lister improve
the survival rate of his patients?
5. What effect did the spread of
public education have on
culture?
6. COMPARING AND CONTRASTING How is the mass culture
that rose at the end of the 19th century similar to mass
culture today? How is it different? Explain your response.
7. RECOGNIZING EFFECTS How did the germ theory change
living conditions in Europe and the United States?
8. ANALYZING CAUSES What changes led to the rise of mass
culture around 1900?
9. WRITING ACTIVITY SCIENCE AND TECHNOLOGY Write a
two-paragraph expository essay in which you discuss
whether advances in science and technology have had a
largely positive or negative impact on society.
CONNECT TO TODAY
MAKING A POSTER
Find information on the current state of medicines such as antibiotics and problems with their
use and overuse. Create a poster that shows examples of current antibiotics, their benefits,
and their potential negative long-term impact.
An Age of Democracy and Progress 767
Chapter 5 Assessment
TERMS & NAMES
For each term or name below, briefly explain its connection to
the reforms, crises, or advances of Western nations from 1815
to 1914.
1. suffrage
2 . anti-Semitism
3. dominion
4. home rule
MAIN IDEAS
Democratic Reform and Activism Section l
(pages 747-750)
9. What political reforms expanded democracy for men in
Britain?
10. Why did the woman suffrage movement in Great Britain
become more militant?
Self-Rule for British Colonies Section 2 (pages 751-757)
11 . What cultural conflict caused problems for Canada?
12. How did Australia's early history differ from that of other
British colonies?
13. Why did the British pass a home rule bill for southern
Ireland only?
War and Expansion in the United States
Section 3 (pages 758-761)
14. In what ways did the United States gain territory in the
1800s?
15. Why was the issue of slavery in the United States so divisive?
Nineteenth-Century Progress Section 4 (pages 762-767)
16. What was Darwin's principle of natural selection?
17. What prompted the growth of the social sciences?
18. What were some of the effects of increased leisure time?
CRITICAL THINKING
1. USING YOUR NOTES
Create a web diagram of the
major political, economic, social
and cultural, and scientific and
technological changes of the
1800s and early 1900s.
2. RECOGNIZING EFFECTS
| SCIENCE AND TECHNOLOGY] For a worker, what might be the
advantages and disadvantages of an assembly line?
3. ANALYZING MOTIVES
| POWER AND AUTHORITY | What effect did the call for home rule
in British colonies have on Ireland's desire for independence?
4. HYPOTHESIZING
Imagine that circumstances had forced the North to surrender
to the South in the Civil War, causing two countries to share
the region now occupied by the United States. What
economic effects might this have had on the North? the
South? the region as a whole?
5. DRAWING CONCLUSIONS
How did manifest destiny help shape the U.S. government's
policies of land acquisition?
5. manifest destiny
6 . Emancipation Proclamation
7. assembly line
8 . theory of evolution
VISUAL SUMMARY
An Age of Democracy and Progress
PROGRESS
1860s Medical
advances of Lister
1859 Darwin's
Origin of Species
1850s Mendel
experiments
with genetics
1869
Transcontinental
railroad com-
pleted in U.S.;
Mendeleev's
Periodic Table
of Elements
1879 Edison
develops
light bulb
1876 Bell
patents
telephone
1896 First modern
Olympic Games
1880s Internal combustion
engine perfected
1895 Marconi sends
first radio signals
1 832 First Reform
Bill in Britain
DEMOCRACY
1861 Outbreak
of U.S. Civil War
1863 Emancipation
Proclamation
1875 Third
Republic
in France
1871 Paris Commune
1867 Suffrage
extended to working-
class men in Britain;
Dominion of
Canada formed
1893 Women
gain voting
rights in New
Zealand
1903 First
airplane flight by
Wright brothers;
1908 Ford
introduces
the Model T
1903 WSPU
founded
1894 Dreyfus affair begins
1 884 Suffrage
extended to male
rural workers in Britain
768 Chapter 26
STANDARDS-BASED ASSESSMENT
Use the declaration from the Seneca Falls convention (held
in New York) and your knowledge of world history to
answer questions 1 and 2.
Additional Test Practice, pp. S1-S33
PRIMARY SOURCE
The history of mankind is a history of repeated injuries and
usurpations on the part of man toward woman, having in
direct object the establishment of an absolute tyranny over
her. To prove this, let facts be submitted to a candid world.
He has never permitted her to exercise her inalienable
right to the elective franchise.
He has compelled her to submit to laws, in the formation
of which she had no voice.
THE SENECA FALLS CONVENTION, "Declaration of Sentiments"
1. The purpose of the Seneca Falls convention was to
A. call for an end to slavery.
B. call for the South to secede from the Union.
C. call for women's rights.
D. call for the release of Emmeline Pankhurst.
2 . The style of this primary source is based on
A. the U.S. Constitution.
B. the U.S. Declaration of Independence.
C. the Reform Bill of 1832.
D. Emile Zola's J'accuse!
Use this cartoon (A Court for King Cholera) and your
knowledge of world history to answer question 3.
3. Cholera is an infectious disease that has claimed many lives.
What details does the artist show about what causes epidemic
disease?
A. open windows and signs for travelers
B. children playing with a rat and a woman digging in trash
C. clothing hanging over the street
D. crowded street scene
INTEGRATED TECHNOLOGY
TEST PRACTICE Go to classzone.com
• Diagnostic tests • Strategies
• Tutorials • Additional practice
ALTERNATIVE ASSESSMENT
1. Interact with History
On page 746, you considered what political ideals might be
worth fighting and possibly even dying for. Now that you have
read the chapter, reexamine your conclusions both in terms of
the content of the chapter and your knowledge of events in the
world today. Discuss your opinions with a small group. Consider:
• political ideals
• religious ideals
• family values
2. fv.\ WRITING ABOUT HISTORY
[ EMPIRE BUILDING I Write an editorial that might have appeared
in a newspaper in 19th-century New Zealand. In the editorial,
address the issue of British settlers' taking land from the Maori,
and the Maori response.
Consider the following:
• the original inhabitants of New Zealand
• means for negotiating land disputes
• balancing the rights of native peoples and new settlers
INTEGRATED TECHNOLOGY
Net Explorations: Mass Entertainment
Go to NetExplorations at classzone.com to learn more about
the rise of mass culture and mass entertainment. Then use
the Internet and the material at NetExplorations to research
and write a newspaper article about spectators at one of the
new forms of mass entertainment. Include in your article
quotes from fictional visitors and their reactions to actual
events and spectacles. You may want to mention one or
more of the following:
• the Boston Pilgrims' victory over the Pittsburgh Pirates in
baseball's first World Series
• the "Luna" ride at Coney Island
• a late 19th-century European appearance of Barnum &
Bailey's circus
• a visit to the Palace of Electricity at the 1904 World's Fair in
St. Louis
An Age of Democracy and Progress 769
CHAPTER
The Age of Imperialism,
1850-1914
Previewing Main Ideas
[EMPIRE BUILDING] During the 19th and early 20th centuries. Western
powers divided Africa and colonized large areas of Asia.
Geography Study the map and time line. How many countries colonized
Africa? Which country controlled India? the Philippines?
1 POWER AND AUTHORITY At the Berlin Conference in 1884-1885,
European nations established rules for the division of Africa with little
concern about how their actions would affect the African people.
Geography Which two countries claimed most of Africa?
ECONOMICS
Industrialization increased the need for raw materials and
new markets. Western imperialists were driven by this need as they looked
for colonies to acquire.
Geography Compare the size of the Western countries with the areas they
colonized. Why were these Western powers interested in lands in Africa
and Asia?
INTEGRATED TECHNOLOGY
1
eEdition *§
( INTERNET RESOURCES
• Interactive Maps
Go to classzone.com for:
• Interactive Visuals
• Research Links
• Maps
• Interactive Primary Sources
• Internet Activities
• Test Practice
• Primary Sources
• Chapter Quiz
• Current Events
AFRICA
AND ASIA
WORLD
1850
European trading with Africa
becomes well established.
(Asante brass sculpture) ►
1869
Suez Canal
opens.
1884-1 885
Berlin Conference
sets rules for African
colonization.
#
1850
1852
Napoleon III proclaims
himself emperor of France. ►
1875
1871
Bismarck completes
unification of
German Empire.
770
ATLANTIC
OCEAN !
PERSIA
Tropic of Cancer
Arabian
Peninsula
PHILIPPINES
PACIFIC
OCEAN
0“ Equator
INDIAN
OCEAN
Territory controlled by:
□ Belgium
1 I France
I I G ernia n E mpi re
1 I Great Britain
□ Italy
I I The Netherlands
I I Portugal
I J Spain
Hi United States
I I Independent states in
Africa and Asia
Tropic of Capricorn
AUSTRALIA
ATLANTIC
OCEAN
Colonial Claims, 1900
Wifiket II Projection
1914
Most of Africa is under
European control.
1914
World War I
begins.
1918
World War I
ends.
1910
< Mexican
Revolution
begins.
1898
United States
acquires Philippines,
annexes Hawaii,
1899
Boer War
begins in
South Africa. ►
1898
United States wins
Spanish-American War.
771
Interact
with
History
How would you react to
the colonizers ?
You are a young South African living in the 1880s. Gold and diamonds
have recently been discovered in your country. The European colonizers
need laborers to work the mines, such as the one shown below in an 1888
photograph. Along with thousands of other South Africans, you’ve left your
farm and rural village to work for the colonizers. Separated from your
family and living in a city for the first time, you don’t know what to expect.
Many Africans, such as these in a South
African gold mine, left their farms and
families behind to work in the mining
centers. As a result, new towns developed
and existing ones greatly expanded.
•Tv * f :
The European owners built
railways and roads to connect the
mining centers, bridging the huge
distances between villages and
towns in South Africa.
The migrant labor system that
developed as a result of the mines
would have a great impact on
South African society and culture.
EXAMINING the ISSUES
• What advantages and disadvantages might colonizers bring?
• What does the photograph suggest about colonization?
Discuss these questions with your classmates. In your discussion,
remember what you have already learned about conquests and
cultural interaction. As you read about imperialism in this chapter,
look for its effects on both the colonizers and the colonized.
772 Chapter 27
he Scramble for Africa
MAIN IDEA
EMPIRE BUILDING Ignoring the
claims of African ethnic groups,
kingdoms, and city-states,
Europeans established colonies.
WHY IT MATTERS NOW
African nations continue to feel
the effects of the colonial
presence more than 100 years
later.
TERMS & NAMES
• imperialism • Shaka
• racism • Boer
• Social Darwinism • Boer War
• Berlin Conference
SETTING THE STAGE Industrialization stirred ambitions in many European
nations. They wanted more resources to fuel their industrial production. They com-
peted for new markets for their goods. Many nations looked to Africa as a source
of raw materials and as a market for industrial products. As a result, colonial pow-
ers seized vast areas of Africa during the 19th and early 20th centuries. This seizure
of a country or territory by a stronger country is called imperialism . As occurred
throughout most of Africa, stronger countries dominated the political, economic,
and social life of the weaker countries.
Africa Before European Domination
In the mid- 1800s, on the eve of the European domination of Africa, African peo-
ples were divided into hundreds of ethnic and linguistic groups. Most continued
to follow traditional beliefs, while others converted to Islam or Christianity. These
groups spoke more than 1,000 different languages. Politically, they ranged from
large empires that united many ethnic groups to independent villages.
Europeans had established contacts with sub-Saharan Africans as early as the
1450s. However, powerful African armies were able to keep the Europeans out
of most of Africa for 400 years. In fact, as late as 1880, Europeans controlled
only 10 percent of the continent’s land, mainly on the coast.
Furthermore, European travel into the interior on a large-scale basis was vir-
tually impossible. Europeans could not navigate African rivers, which had many
rapids, cataracts, and changing flows.The introduction of steam-powered river-
boats in the early 1800s allowed Europeans to conduct major expeditions into the
interior of Africa. Disease also discouraged European exploration.
Finally, Africans controlled their own trade networks and provided the trade
items. These networks were specialized. The Chokwe, for example, devoted
themselves to collecting ivory and beeswax in the Angolan highlands.
Nations Compete for Overseas Empires Those Europeans who did penetrate
the interior of Africa were explorers, missionaries, or humanitarians who
opposed the European and American slave trade. Europeans and Americans
learned about Africa through travel books and newspapers. These publications
competed for readers by hiring reporters to search the globe for stories of adven-
ture, mystery, or excitement.
TAKING NOTES
Outlining Use an outline
to list the forces and
events surrounding
imperialism in Africa.
T he Scramble
for Africa.
I. Africa, before
European
Domination
A.
&.
JJ. Forces Driving
imperialism
The Age of Imperialism 773
a This stamp
celebrates the
centenary (100th)
anniversary of
Stanley and
Livingstone's
meeting in 1871 .
The Congo Sparks Interest In the late 1860s, David Livingstone, a missionary
from Scotland, traveled with a group of Africans deep into central Africa to pro-
mote Christianity. When several years passed with no word from him or his party,
many people feared he was dead. An American newspaper hired reporter Henry
Stanley to find Livingstone. In 1871, he found Dr. Livingstone on the shores of
Lake Tanganyika. Stanley’s famous greeting — “Dr. Livingstone, I presume?” —
made headlines around the world.
Stanley set out to explore Africa himself and trace the course of the Congo
River. His explorations sparked the interest of King Leopold II of Belgium, who
commissioned Stanley to help him obtain land in the Congo. Between 1879 and
1882, Stanley signed treaties with local chiefs of the Congo River valley. The
treaties gave King Leopold II of Belgium control of these lands.
Leopold claimed that his primary motive in establishing the colony was to abol-
ish the slave trade and promote Christianity. However, he licensed companies that
brutally exploited Africans by forcing them to collect sap from rubber plants. At
least 10 million Congolese died due to the abuses inflicted during Leopold’s rule.
As a result of his cruelty, humanitarians around the world demanded changes. In
1908, the Belgian government took control of the colony away from Leopold. The
Belgian Congo, as the colony later became known, was 80 times larger than
Belgium. The Belgian government’s seizure of the Congo alarmed France. Earlier,
in 1882, the French had approved a treaty that gave France the north bank of the
Congo River. Soon Britain, Germany, Italy, Portugal, and Spain were also claiming
parts of Africa.
Forces Driving Imperialism
The motives that drove colonization in Africa were also at work in other lands.
Similar economic, political, and social forces accelerated the drive to take over land
in all parts of the globe. The Industrial Revolution in particular provided European
countries with a reason to add lands to their control. As European nations industri-
alized, they searched for new markets and raw materials to improve their economies.
Belief in European Superiority The race for colonies also grew out of a strong
sense of national pride. Europeans viewed an empire as a measure of national great-
ness. As the competition for colonies intensified, each country was determined to
plant its flag on as much of the world as possible.
774 Chapter 27
MAIN IDEA
Analyzing
Primary Sources
What attitude
about the British
does Rhodes's
statement display?
Vocabulary
scramble: a frantic
struggle to obtain
something. The
word is frequently
used to describe the
competition for
African land.
Many Europeans believed that they were better than other peoples. The belief
that one race is superior to others is called racism . The attitude was a reflection of
Social Darwinism , a social theory of the time. In this theory, Charles Darwin’s
ideas about evolution and natural selection were applied to human society. Those
who were fittest for survival enjoyed wealth and success and were considered supe-
rior to others. According to the theory, non-Europeans were considered to be on a
lower scale of cultural and physical development because they had not made the
scientific and technological progress that Europeans had. Europeans believed that
they had the right and the duty to bring the results of their progress to other coun-
tries. Cecil Rhodes, a successful businessman and a major supporter of
British expansion, clearly stated this position:
PRI MARY SOU RCE A>
I contend that we [Britons] are the first race in the world, and the more
of the world we inhabit, the better it is for the human race. ... It is our
duty to seize every opportunity of acquiring more territory and we
should keep this one idea steadily before our eyes that more territory
simply means more of the Anglo-Saxon race, more of the best, the
most human, most honourable race the world possesses.
CECIL RHODES, Confession of Faith, 1877
The push for expansion also came from missionaries who worked
to convert the peoples of Asia, Africa, and the Pacific Islands to
Christianity. Many missionaries believed that European rule was the best
way to end evil practices such as the slave trade. They also wanted to “civi-
lize,” that is, to “Westernize,” the peoples of the foreign land.
Factors Promoting Imperialism in Africa Several factors contributed to the
Europeans’ conquest of Africa. One overwhelming advantage was the Europeans’
technological superiority. The Maxim gun, invented in 1884, was the world’s first
automatic machine gun. European countries quickly acquired the Maxim, while the
resisting Africans were forced to rely on outdated weapons.
European countries also had the means to control their empire. The invention of the
steam engine allowed Europeans to easily travel on rivers to establish bases of control
deep in the African continent. Railroads, cables, and steamships allowed close com-
munications within a colony and between the colony and its controlling nation.
Even with superior arms and steam engines to transport them, another factor
might have kept Europeans confined to the coast. They were highly susceptible to
malaria, a disease carried by the dense swarms of mosquitoes in Africa’s interior.
The perfection of the drug quinine in 1829 eventually protected Europeans from
becoming infected with this disease.
Factors within Africa also made the continent easier for Europeans to colonize.
Africans’ huge variety of languages and cultures discouraged unity among them.
Wars fought between ethnic groups over land, water, and trade rights also prevented
a unified stand. Europeans soon learned to play rival groups against each other.
a Rhodes's
De Beers
Consolidated
Mines is the
biggest diamond
company in the
world today.
The Division of Africa
The scramble for African territory had begun in earnest about 1880. At that time,
the French began to expand from the West African coast toward western Sudan.
The discoveries of diamonds in 1867 and gold in 1886 in South Africa increased
European interest in colonizing the continent. No European power wanted to be left
out of the race.
The Age of Imperialism 775
Berlin Conference Divides Africa The competition was so fierce that European
countries feared war among themselves. To prevent conflict, 14 European nations
met at the Berlin Conference in 1884-85 to lay down rules for the division of
Africa. They agreed that any European country could claim land in Africa by noti-
fying other nations of its claims and showing it could control the area. The
European nations divided the continent with little thought about how African eth-
nic or linguistic groups were distributed. No African ruler was invited to attend
these meetings, yet the conference sealed Africa’s fate. By 1914, only Liberia and
Ethiopia remained free from European control. 8.
Demand for Raw Materials Shapes Colonies When European countries began
colonizing, many believed that Africans would soon be buying European goods in
great quantities. They were wrong; few Africans bought European goods. However,
European businesses still needed raw materials from Africa. The major source of
great wealth in Africa proved to be the continent’s rich mineral resources. The
Belgian Congo contained untold wealth in copper and tin. Even these riches
seemed small compared with the gold and diamonds in South Africa.
Businesses eventually developed cash-crop plantations to grow peanuts, palm
oil, cocoa, and rubber. These products displaced the food crops grown by farmers
to feed their families.
Three Groups Clash over South Africa
▼ Reinstated as
ruler over part of
his former
nation, King
Cetshwayo was
soon driven
away and died
in exile in 1884.
South Africa demonstrated the impact that Europeans had on African peoples. The
history of South Africa is a history of Africans, Dutch, and British clashing over
land and resources. Although the African lands seemed empty to the Europeans,
various ethnic groups had competing claims over huge areas. The local control of
these lands, especially in the east, had been in dispute for about 100 years.
Zulus Fight the British From the late 1700s to the late 1800s, a series of local
wars shook southern Africa. Around 1816, a Zulu chief, Shaka, used highly disci-
plined warriors and good military organization to create a large centralized state.
Shaka ’s successors, however, were unable to keep
the kingdom together against the superior arms of the
British invaders. In 1879, after Zulu king Cetshwayo
refused to dismiss his army and accept British rule, the
British invaded the Zulu nation. Although the Zulus
used spears and shields against British guns, they
nearly defeated the great European army. In July 1879,
however, the Zulus lost the Battle of Ulundi and their
kingdom. The Zulu nation fell to British control
in 1887.
Boers and British Settle in the Cape The first
Europeans to settle in South Africa had been the
Dutch. The Dutch came to the Cape of Good Hope in
1652 to establish a way station for their ships sailing
between the Dutch East Indies and the Netherlands.
Dutch settlers known as Boers (Dutch for “farmers”)
gradually took Africans’ land and established large
farms. (The Boers are also known as Afrikaners.)
When the British took over the Cape Colony perma-
nently in the early 1800s, they and the Boers clashed
over British policy regarding land and slaves.
IV! AIN IDEA
Clarifying
S' What was the
purpose of the
Berlin Conference?
776 Chapter 27
PORTUGAL
OTTOMAN
EMPIRE
Sir. of Gibraltar.
SPANISH MOROCCC
n ean
TUNISIA
MOROCCO
Agadir
MADEIRA
(Port.)
Ethnic group
Borders of
Africa, 1913
CANARY ISLANDS
( S P.) , ■
ALGERIA
LIBYA
Tropic of Cancer
2,000 Kilometers
ANGLO-
EGYPTIAN
SUDAN
FRENCH
SOMALILAf
GAMBIA
PORTUGUESE
GUINEA
I
SIERRA
LEONE
NIGERIA
Fashoda
FRENCH
EQUATORIAL
AFRICA
GOLD
COAST
ETHIOPIA
CAMEROONS
FERNANDO PO
(Sp .)-
PRINCIPE -
SAO TOME-.
(Port.)
BRITISH
EAST
AFRICA
FRENCH
EQUATORIAL
AFRICA
BELGIAN
CONGO
A TL ANTIC
OCEAN
[Mombasa
CABINDA
L. Tanganyika' •
GERMAN ZANZIBAR
EAST (Br.)
AFRICA
COMORO IS.
%(Fr.)
ANGOLA
NORTHERN
RHODESIA
INISIA
INDIAN
OCEAN
ALGERIA
SOUTHERN
RHODESIA
GERMAN
OUTHWEST
AFRICA
WALVIS^
Tropic of Capricorn
SWAZILAND
Johannesburg
^GAMBIA
PORTUGUESE GUINEA
^SIERRA LEONE
.LAGOS
UNION OF
SOUTH
AFRICA
IASUTOLAND
ETHIOPIA
2,000 Kilometers
IVORY--
COAST
0° Equator
GOLD
COAST
Fernando Po
■^Principe
Hi Belgian
□ Boer
IH British
□ French
■ German
V Italian
□ Ottoman
□ Portuguese
■ Spanish
SI Independent states
SaoTome
GABON
ANGOLA
ATLANTIC
OCEAN
TRANSVAAL
Tropic of Capricorn
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1. Region How does imperialism in Africa in 1878 compare with that in 1913?
2. Region What does the map of ethnic boundaries suggest about the number of
ethnic groups in Africa in 1913?
state ^
CAPE
INDIAN
OCEAN
3,000 Kilometers
Traditional Ethnic Boundaries of Africa
Imperialism in Africa, 1913
INTERACTIVE
Imperialism in Africa, 1878
777
History '/Depth
Winston Churchill
and the Boer War
Winston Churchill, who served as the
British prime minister during World
War II, first came to public attention
during the Boer War.
A war correspondent, Churchill was
traveling with British soldiers when
their train was ambushed by the
Boers. Churchill pulled some of the
wounded men to safety. When he
returned to help the others, however,
he was arrested by a Boer soldier.
(The soldier, Louis Botha, would later
become the prime minister of the
Union of South Africa and Churchill's
close friend.)
Churchill managed to escape
from the South African prison. When
he returned to Britain, Churchill was
hailed as a national hero at the age
of 26.
In the 1830s, to escape the British, several thousand
Boers began to move north. This movement has become
known as the Great Trek. The Boers soon found themselves
fighting fiercely with Zulu and other African groups whose
land they were taking.
The Boer War Diamonds and gold were discovered in
southern Africa in the 1860s and 1880s. Suddenly, adven-
turers from all parts of the world rushed in to make their for-
tunes. The Boers tried to keep these “outsiders” from
gaining political rights. An attempt to start a rebellion
against the Boers failed. The Boers blamed the British and,
in 1899, took up arms against them.
In many ways, the Boer War (also known as the South
African War) between the British and the Boers was the first
modern “total” war. The Boers launched commando raids and
used guerrilla tactics against the British. The British countered
by burning Boer farms and imprisoning women and children
in disease-ridden concentration camps.
Black South Africans were also involved in the war. Some
fought; others served as scouts, guards, drivers, and workers.
Many black South Africans were captured by the British and
placed in concentration camps, where over 14,000 died.
Britain finally won the war. In 1910, the Boer republics
were joined into a self-governing Union of South Africa,
which was controlled by the British, Cj
The establishing of colonies signaled a change in the way
of life of the Africans. The Europeans made efforts to
change the political, social, and economic lives of the peo-
ples they conquered. You will learn about these changes in
Section 2.
Contrasting
£/ How was the
struggle for land in
the Boer War differ-
ent from other
takeovers in Africa?
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• imperialism • racism • Social Darwinism • Berlin Conference • Shaka • Boer • Boer War
_
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. How did Europeans use Social
3. Why did the Europeans control
6. MAKING INFERENCES What can you infer about the
Darwinism to justify empire
such a small portion of Africa
Europeans' attitude toward Africans from the Berlin
building?
in the 1800s?
Conference?
The Scramble
4. What were some of the internal
7. FORMING OPINIONS Why do you think Africans weren't
i for Africa
factors that contributed to
interested in buying European products?
J. Africa before
imperialism in Africa?
8. DEVELOPING HISTORICAL PERSPECTIVE What sort of
European
Domination
5. Why did the Boers and the
problems might result from combining or splitting groups
A.
British fight over southern
of people without regard for ethnic or linguistic traditions?
3.
]]. Forces Driving
Imperialism
Africa?
9. WRITING ACTIVITY EMPIRE BUILDING Write an expository
essay explaining which European motive behind
imperialism in Africa was the most powerful.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY
Use the Internet to find out about the population and status of
Afrikaners, or Boers, in South Africa today. Present your findings in an
oral report.
INTERNET KEYWORD
Afrikaners in South Africa
778 Chapter 27
Imperialism
Case Study: Nigeria
MAIN IDEA
POWER AND AUTHORITY
Europeans embarked on a new
phase of empire building that
affected both Africa and the rest
of the world.
WHY IT MATTERS NOW
Many former colonies have
political problems that are the
result of colonial rule.
TERMS & NAMES
• paternalism
• assimilation
• Menelik II
SETTING THE STAGE The Berlin Conference of 1884-85 was a European
conference. And, although black South Africans participated in it, the Boer War
was largely a European war. Europeans argued and fought among themselves
over the lands of Africa. In carving up the continent, the European countries
paid little or no attention to historical political divisions or to the many ethnic
and language groupings in Africa. Uppermost in the minds of the Europeans
was the ability to control Africa’s land, its people, and its resources.
A New Period of Imperialism
The imperialism of the 18th and 19th centuries was conducted differently from
the explorations of the 15th and 16th centuries. In the earlier period, imperial
powers often did not penetrate far into the conquered areas in Asia and Africa.
Nor did they always have a substantial influence on the lives of the people.
During this new period of imperialism, the Europeans demanded more influence
over the economic, political, and social lives of the people. They were deter-
mined to shape the economies of the lands to benefit European economies. They
also wanted the people to adopt European customs.
Forms of Control Each European nation had certain policies and goals for
establishing colonies. To establish control of an area, Europeans used different
techniques. Over time, four forms of colonial control emerged: colony, protec-
torate, sphere of influence, and economic imperialism. These terms are defined
and discussed in the chart on page 780. In practice, gaining control of an area
might involve the use of several of these forms.
Methods of Management European rulers also developed methods of day-to-
day management of the colony. Two basic methods emerged. Britain and other
nations — such as the United States in its Pacific Island colonies — preferred indi-
rect control. France and most other European nations wielded a more direct con-
trol. Later, when colonies gained independence, the management method used
had an influence on the type of government chosen in the new nation.
Indirect Control Indirect control relied on existing political rulers. In some
areas, the British asked a local ruler to accept British authority to rule. These
local officials handled much of the daily management of the colony. In addition,
TAKING NOTES
Summarizing Use a
web to record the
forms and methods of
European imperialism
in Africa, the resistance
it met with, and its
impact.
Case Study 779
Analyzing Key Concepts
Imperialism
Imperialism is a policy in which one country seeks to extend its authority
by conquering other countries or by establishing economic and political
dominance over other countries. The first chart below discusses the four
forms of imperialist authority. The second chart shows the two management
methods that can be used to control an area.
Forms of Imperialism
Form
9 Definition
Example
Colony
A country or a territory
governed internally by a
foreign power
Somaliland in East Africa was
a French colony.
Protectorate
A country or a territory with
its own internal government
but under the control of an
outside power
Britain established a
protectorate over the Niger
River delta.
Sphere of
Influence
An area in which an outside
power claims exclusive
investment or trading
privileges
Liberia was under the sphere
of influence of the United
States.
Economic
Imperialism
An independent but less-
developed country controlled
by private business interests
rather than other governments
The Dole Fruit company
controlled pineapple trade in
Hawaii.
Imperial Management Methods
Indirect Control
Direct Control
• Local government officials used
• Foreign officials brought in to rule
• Limited self-rule
• No self-rule
• Goal: to develop future leaders
• Goal: assimilation
• Government institutions are based on
European styles but may have local
rules.
• Government institutions are based
only on European styles.
Examples:
Examples:
• British colonies such as Nigeria, India,
Burma
• French colonies such as Somaliland,
Vietnam
• U.S. colonies on Pacific Islands
• German colonies such as German
East Africa
Portuguese colonies such as Angola
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on imperialism,
go to classzone.com
780 Chapter 27
DATA FILE
In 1905, the British Empire
• was the largest and most
powerful in the world's
history.
• covered about 1 1 million
square miles.
• had about 400 million
inhabitants.
Today, the United Kingdom
has 13 small dependent
territories and is the head of
a voluntary association of 54
independent states.
African Colonization and
Independence
• In 1884, Western leaders
met to divide Africa into
colonial holdings.
• By 1914, nearly all of Africa
had been distributed
among European powers.
• European imperial powers
set national borders in
Africa without regard for
local ethnic or political
divisions. This continues to
be a problem for African
nations today.
Independent
African Countries
1945
2003
Connect to Today
1. Forming and Supporting Opinions
Which form of managing imperial
interests do you think would be most
effective and why?
See Skillbuilder Handbook, page R20.
2. Recognizing Effects Use the Internet
or library resources to research the
problems many African nations are
facing today as a result of imperialism.
Report your findings to the class.
each colony had a legislative council that included colonial officials as well as
local merchants and professionals nominated by the colonial governor.
The assumption was that the councils would train local leaders in the British
method of government and that a time would come when the local population
would govern itself This had happened earlier in the British colonies of Australia
and Canada. In the 1890s, the United States began to colonize. It chose the indirect
method of control for the Philippines.
Direct Control The French and other European powers preferred more direct con-
trol of their colonies. They viewed the Africans as unable to handle the complex
business of running a country. Based on this attitude, the Europeans developed a
policy called paternalism . Using that policy, Europeans governed people in a
parental way by providing for their needs but not giving them rights. To accomplish
this, the Europeans brought in their own bureaucrats and did not train local people
in European methods of governing.
The French also supported a policy of assimilation . That policy was based on
the idea that in time, the local populations would adopt French culture and become
like the French. To aid in the transition, all local schools, courts, and businesses
were patterned after French institutions. In practice, the French abandoned the
ideal of assimilation for all but a few places and settled for a policy of “associa-
tion,” which was similar to indirect control. They recognized African institutions
and culture but regarded them as
inferior to French culture.
Case Study: Nigeria
A British Colony
A close look at Britain’s rule of
Nigeria illustrates the forms of impe-
rialism used by European powers to
gain control of an area. It also shows
management methods used to con-
tinue the control of the economic and
political life of the area.
Gaining Control Britain gained
control of southern Nigeria through
both diplomatic and military means.
Some local rulers agreed to sign
treaties of protection with Britain
and accepted British residents.
However, others opposed the foreign
intervention and rebelled against it.
The British used force to put down
and defeat these rebellions.
British conquest of northern
Nigeria was accomplished by the
Royal Niger Company. The company
gained control of the palm-oil trade
along the Niger River after the Berlin
Conference gave Britain a protec-
torate over the Niger River delta. In
1914, the British claimed the entire
area of Nigeria as a colony.
In 1851, British annex Lagos.
After 1884-85 Berlin
Conference, Britain
declares a protect-
orate over Niger Delta,
The Royal Niger
Company controls
the palm-oil trade.
Culture Groups
Hausa-Fulani
Yoruba
— British-imposed
border
500 Kilometers
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Region How many major culture regions are found within the
colony of Nigeria? What sort of problems might result from
combining or splitting groups of people?
2. Movement Why might the British want to be able to control the
Niger River?
Case Study 781
Managing the Colony In this new age of imperialism, it was necessary not only
to claim a territory but also to govern the people living there. However, managing
Nigeria would not prove to be easy. It was one of the most culturally diverse areas
in Africa. ft,
About 250 different ethnic groups lived there. The three largest groups were the
Hausa-Fulani in the north, the Yoruba in the southwest, and the Igbo in the south-
east. These groups were different from one another in many ways, including lan-
guage, culture, and religion. The Hausa-Fulani people were Muslim and had a
strong central government. The Igbo and Yoruba peoples followed traditional reli-
gions and relied on local chiefs for control.
Britain did not have enough troops to govern such a complex area. As a result,
the British turned to indirect rule of the land. Ruling indirectly through local offi-
cials worked well with the Hausa-Fulani. However, this management method did
not work as well with the Igbo and Yoruba peoples. Their local chiefs resented hav-
ing their power limited by the British.
MAI N IDEA
Summarizing
ft/ Which forms of
imperialistic control
did Britain use in
Nigeria?
African Resistance
As in Nigeria, Africans across the continent resisted European attempts to colonize
their lands. However, the contest between African states and European powers was
never equal because of the Europeans’ superior arms. Africans resisted the Europeans
with whatever forces they could raise and often surprised the Europeans with their
military ability. With the single exception of Ethiopia,
though, all these attempts at resistance ultimately failed.
Edward Morel, a British journalist who lived for a time in the
Congo, made an observation about the Africans’ dilemma:
PRIMARY SOURCE
Nor is violent physical opposition to abuse and injustice
henceforth possible for the African in any part of Africa. His
chances of effective resistance have been steadily dwindling
with the increasing perfectibility in the killing power of
modern armament.
Thus the African is really helpless against the material gods of
the white man, as embodied in the trinity of imperialism,
capitalistic exploitation, and militarism.
EDWARD MOREL, The Black Man's Burden
Unsuccessful Movements The unsuccessful resistance
attempts included active military resistance and resistance
through religious movements. Algeria’s almost 50-year resis-
tance to French rule was one outstanding example of active
resistance. The resistance movement led by Samori Toure in
West Africa against the French is another example. After
modernizing his army, Toure fought the French for 16 years.
Africans in German East Africa put their faith in a spiri-
tual defense. African villagers resisted the Germans’ insis-
tence that they plant cotton, a cash crop for export, rather
than attend to their own food crops. In 1905, the belief sud-
denly arose that a magic water (, maji-maji ) sprinkled on
their bodies would turn the Germans’ bullets into water. The uprising became
known as the Maji Maji rebellion. Over 20 different ethnic groups united to fight
for their freedom. The fighters believed that their war had been ordained by God
and that their ancestors would return to life and assist their struggle.
History Makers
Samori Toure
about 1830-1900
Samori Toure is a hero of the
Mandingo people. His empire is often
compared to the great Mali Empire of
the 1300s.
Toure was a nationalist who built a
powerful Mandingo kingdom by
conquering neighboring states. His
kingdom became the third largest
empire in West Africa.
For 16 years, Toure opposed the
French imperialists in West Africa.
The well-armed Mandingo were
France's greatest foe in West Africa,
and the two armies clashed several
times. The Mandingo Empire was
finally brought down, not in battle,
but by a famine.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY Draw a map
showing the extent of the Mandingo
Empire. Go to classzone.com for
your research.
782 Chapter 27
However, when resistance fighters armed with spears and protected by the
magic water attacked a German machine-gun post, they were mowed down by the
thousands. Officially, Germans recorded 75,000 resisters dead. But more than
twice that number perished in the famine that followed. The Germans were shaken
by the rebellion and its outcome. As a result, they made some government reforms
in an effort to make colonialism more acceptable to the Africans.
Ethiopia: A Successful Resistance Ethiopia was the only African nation that
successfully resisted the Europeans. Its victory was due to one man — Menelik II .
He became emperor of Ethiopia in 1889. He successfully played
Italians, French, and British against each other, all of whom were
striving to bring Ethiopia into their spheres of influence. In the
meantime, he built up a large arsenal of modern weapons pur-
chased from France and Russia. In 1889, shortly after Menelik had
signed a treaty with Italy, he discovered differences between the
wording of the treaty in the Ethiopian language and in Italian.
Menelik believed he was giving up a tiny portion of Ethiopia.
However, the Italians claimed all of Ethiopia as a protectorate.
Meanwhile, Italian forces were advancing into northern Ethiopia.
Menelik declared war. In 1896, in one of the greatest battles in the
history of Africa — the Battle of Adowa — Ethiopian forces suc-
cessfully defeated the Italians and kept their nation independent.
After the battle, Menelik continued to stockpile rifles and other
modern weapons in case another foreign power challenged
Ethiopia’s liberty.
t After
defeating Italy,
Menelik II
modernized
Ethiopia by
constructing a
railroad and
weakening the
power of the
nobility.
783
The Legacy of Colonial Rule
European colonial rule forever altered Africans’ lives. In some cases, the
Europeans brought benefits, but for the most part, the effects were negative.
Negative Effects On the negative side, Africans lost control of their land and their
independence. Many died of new diseases such as smallpox. They also lost thou-
sands of their people in resisting the Europeans. Famines resulted from the change
to cash crops in place of subsistence agriculture.
Africans also suffered from a breakdown of their traditional cultures. Traditional
authority figures were replaced. Homes and property were transferred with little
regard to their importance to the people. Men were forced to leave villages to find
ways to support themselves and their families. Contempt for the traditional culture
and admiration of European life undermined stable societies and caused identity
problems for Africans.
The most harmful political legacy from the colonial period was the division of
the African continent. Long-term rival chiefdoms were sometimes united, while at
other times, kinship groups were split between colonies. The artificial boundaries
combined or unnaturally divided groups, creating problems that plagued African
colonies during European occupation. These boundaries continue to create prob-
lems for the nations that evolved from the former colonies.
Positive Effects On the positive side, colonialism reduced local warfare.
Humanitarian efforts in some colonies improved sanitation and provided hospitals
and schools. As a result, lifespans increased and literacy rates improved. Also pos-
itive was the economic expansion. African products came to be valued on the inter-
national market. To aid the economic growth, railroads, dams, and telephone and
telegraph lines were built in African colonies. But for the most part, these bene-
fited only European business interests, not Africans’ lives.
The patterns of behavior of imperialist powers were similar, no matter where
their colonies were located. Dealing with local traditions and peoples continued to
cause problems in other areas of the world dominated by Europeans. Resistance to
the European imperialists also continued, as you will see in Section 3. §,
MAIN IDEA
Drawing
Conclusions
B/ Why might the
problems caused by
artificial boundaries
continue after the
Europeans left?
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• paternalism • assimilation • Menelik II
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2 . Do you think the positive
effects of imperialism
outweighed the negative
impact? Why or why not?
3. What idea is the policy of
assimilation based on?
4. Why were African resistance
movements usually
unsuccessful?
6. FORMING OPINIONS Do you think Europeans could have
conquered Africa if the Industrial Revolution had never
occurred? Explain your answer.
7. COMPARING How was the policy of paternalism like
Social Darwinism?
5. How did colonial rule cause a
breakdown in traditional
African culture?
8. ANALYZING CAUSES Why would the French and Russians
sell arms to Ethiopia?
9. WRITING ACTIVITY POWER AND AUTHORITY 1 Write a speech
that you might deliver to colonial rulers, expressing your
views on European imperialism in Africa.
CONNECT TO TODAY
CREATING A POSTER
After gaining its independence from Portugal in 1975, Angola was plagued by civil war for 27
years. Research to learn what role the legacy of colonialism played in Angola's conflict.
Summarize your findings on a poster using text, pictures, maps, and charts.
784 Chapter 27
Different Perspectives: Using Primary and Secondary Sources
■ INTERACTIVE
Views of Imperialism
European imperialism extended to the continents beyond Africa. As imperialism spread,
the colonizer and the colonized viewed the experience of imperialism in very different
ways. Some Europeans were outspoken about the superiority they felt toward the
peoples they conquered. Others thought imperialism was very wrong. Even the
conquered had mixed feelings about their encounter with the Europeans.
A; PRIMARY SOURCE
J. A. Hobson
Hobson’s 1902 book, Imperialism, made
a great impression on his fellow Britons.
For Europe to rule Asia by force for
purposes of gain, and to justify that rule
by the pretence that she is civilizing
Asia and raising her to a higher level of
spiritual life, will be adjudged by
history, perhaps, to be the crowning
wrong and folly of Imperialism. What
Asia has to give, her priceless stores of
wisdom garnered from her experience
of ages, we refuse to take; the much or
little which we could give we spoil by
the brutal manner of our giving. This is
what Imperialism has done, and is
doing, for Asia.
B/ PRIMARY SOURCE
Dadabhai Naoroji
Dadabhai Naoroji was the first Indian
elected to the British Parliament. In
1 87 1 , he delivered a speech about the
impact of Great Britain on India.
To sum up the whole, the British rule
has been-morally, a great blessing;
politically peace and order on one
hand, blunders on the other, materially,
impoverishment. . . . The natives call
the British system "Sakar ki Churi," the
knife of sugar. That is to say there is no
oppression, it is all smooth and sweet,
but it is the knife, notwithstanding. I
mention this that you should know
these feelings. Our great misfortune is
that you do not know our wants. When
you will know our real wishes, I have
not the least doubt that you would do
justice. The genius and spirit of the
British people is fair play and justice.
^PRIMARY SOURCE
Jules Ferry
The following is from a speech Ferry
delivered before the French National
Assembly on July 28,1883.
Nations are great in our times only by
means of the activities which they
develop; it is not simply 'by the peaceful
shining forth of institutions . . that they
are great at this hour. . . . Something
else is needed for France: . . . that she
must also be a great country exercising
all of her rightful influence over the
destiny of Europe, that she ought to
propagate this influence throughout the
world and carry everywhere that she
can her language, her customs, her flag,
her arms, and her genius.
D; PRIMARY SOURCE
This 1882 American
political cartoon, titled
“The Devilfish in Egyptian
Waters,” depicts England
as an octopus. Notice that
Egypt is not yet one of the
areas controlled by the
British.
Document-Based.
QUESTIONS
1. According to Hobson (Source A),
what mistake did European
imperialists make in Asia?
2 . What position on imperialism
does Jules Ferry take in Source C?
3. In Source D, what does the
representation of England suggest
about the cartoonist's view of
British imperialism?
4 . In what way does the view of
imperialism in Source B contrast
with that in Source D?
785
Europeans Claim Muslim Lands
MAIN IDEA
EMPIRE BUILDING European
nations expanded their empires
by seizing territories from
Muslim states.
WHY IT MATTERS NOW
Political events in this vital
resource area are still influenced
by actions from the imperialistic
period.
TER MS & NAMES |
• geopolitics
• Crimean War
• Suez Canal
SETTING THE STAGE The European powers who carved up Africa also looked
elsewhere for other lands to control. The Muslim lands that rimmed the
Mediterranean had largely been claimed as a result of Arab and Ottoman con-
quests. As you learned in Chapter 18, the Ottoman Empire at its peak stretched
from Hungary in the north, around the Black Sea, and across Egypt all the way
west to the borders of Morocco. (See map opposite.) But during the empire’s last
300 years, it had steadily declined in power. Europeans competed with each other
to gain control of this strategically important area.
TAKING NOTES
Determining Main Ideas
Use a diagram to fill in
three details that support
the main idea.
Ottoman Empire Loses Power
The declining Ottoman Empire had difficulties trying to fit into the modern
world. However, the Ottomans made attempts to change before they finally were
unable to hold back the European imperialist powers.
Reforms Fail When Suleyman I, the last great Ottoman sultan, died in 1566, he
was followed by a succession of weak sultans. The palace government broke up
into a number of quarreling, often corrupt factions. Weakening power brought
other problems. Corruption and theft had caused financial losses. Coinage was
devalued, causing inflation. Once the Ottoman Empire had embraced modern
technologies, but now it fell further and further behind Europe.
When Selim III came into power in 1789, he attempted to modernize the army.
However, the older janissary corps resisted his efforts. Selim III was overthrown,
and reform movements were temporarily abandoned. Meanwhile, nationalist
feelings began to stir among the Ottomans’ subject peoples. In 1830, Greece
gained its independence, and Serbia gained self-rule. The Ottomans’ weakness
was becoming apparent to European powers, who were expanding their territo-
ries. They began to look for ways to take the lands away from the Ottomans.
Europeans Grab Territory
Geopolitics , an interest in or taking of land for its strategic location or prod-
ucts, played an important role in the fate of the Ottoman Empire. World powers
were attracted to its strategic location. The Ottomans controlled access to the
Mediterranean and the Atlantic sea trade. Merchants in landlocked countries
786 Chapter 27
MAIN IDEA
Making
Inferences
& How did the
Crimean War help
lead to the decline
of the Ottoman
Empire?
that lay beyond the Black Sea had to go through Ottoman lands. Russia, for exam-
ple, desperately wanted passage for its grain exports across the Black Sea and into
the Mediterranean Sea. This desire strongly influenced Russia’s relations with the
Ottoman Empire. Russia attempted to win Ottoman favor, formed alliances with
Ottoman enemies, and finally waged war against the Ottomans. Discovery of oil
in Persia around 1900 and in the Arabian Peninsula after World War I focused
even more attention on the area.
Russia and the Crimean War Each generation of Russian czars launched a war on
the Ottomans to try to gain land on the Black Sea. The purpose was to give Russia
a warm-weather port. In 1853, war broke out between the Russians and the
Ottomans. The war was called the Crimean War , after a peninsula in the Black Sea
where most of the war was fought. Britain and France wanted to prevent the
Russians from gaining control of additional Ottoman lands. So they entered the war
on the side of the Ottoman Empire. The combined forces of the Ottoman Empire,
Britain, and France defeated Russia. The Crimean War was the first war in which
women, led by Florence Nightingale, established their position as army nurses. It
was also the first war to be covered by newspaper correspondents.
The Crimean War revealed the Ottoman Empire’s military weakness. Despite
the help of Britain and France, the Ottoman Empire continued to lose lands. The
Russians came to the aid of Slavic people in the Balkans who rebelled against the
Ottomans. The Ottomans lost control of Romania, Montenegro, Cyprus, Bosnia,
Herzegovina, and an area that became Bulgaria. The Ottomans lost land in Africa
too. By the beginning of World War I, the Ottoman Empire was reduced in size and
in deep decline. A,
(to Russia
1783)
UNGARY
^ ROMANIA CRIMEA
% BULGARIA Black Sea
FRANCE
(to Russia
1803,1829)
SPAIN
BALKANS
(independent
ANATOLIA
TUNISIA
(to France
1881)
ALGERIA
(to France
1830)
Cyprus
(to Britain
'C>a 1878)
MOROCCO
(to France
EGYPT
(partially
independent
1841)
1,000 Kilometers
ARABIA
Mecca
r n
Ottoman Empire,
L j
1699-1914
I Ottoman Empire at its
greatest extent in 1699
□ Ottoman Empire in 1914
t Territory becomes
part of
RUSSIA
(to Austria
1699,1878)
) AUSTRIA
N HUNGARY
ATLANTIC
OCEAN
AZERBAIJAN
(independent
1730)
YRIA^>
©
PERSIA
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1. Region Approximately how much of the Ottoman Empire was lost by 1914?
2. Region How many European nations claimed parts of the Ottoman Empire?
Which areas became independent?
787
The Great Game For much of the 19th century, Great Britain and Russia engaged
in yet another geopolitical struggle, this time over Muslim lands in Central Asia.
Known as the “Great Game,” the war was waged over India, one of Britain’s most
profitable colonies. Russia sought to extend its empire and gain access to India’s
riches. Britain defended its colony and also attempted to spread its empire beyond
India’s borders. Afghanistan, which lay between the Russian and British empires,
became the center of their struggle. (See the map on page 771.)
In the 1800s, Afghanistan was an independent Muslim kingdom. Its dry, moun-
tainous terrain and determined people continually frustrated the invading imperial
powers. After decades of fighting, Great Britain finally withdrew from Afghanistan
in 1881. In 1921, Britain formally agreed that its empire would not extend beyond
the Khyber Pass, which borders eastern Afghanistan. The newly formed Soviet
Union, meanwhile, signed a nonaggression pact with Afghanistan. That agreement
was honored until 1979, when the Soviet Union invaded Afghanistan.
Egypt Initiates Reforms
Observing the slow decline of the Ottoman Empire, some Muslim leaders decided
that their countries would either have to adjust to the modern world or be consumed
by it. Egypt initiated political and social reforms, in part to block European domi-
nation of its land.
▼ Muhammad Ali
was a common
soldier who rose
to leadership as a
result of his military
skill and political
shrewdness.
Military and Economic Reforms Modernization came to Egypt as a result of the
interest in the area created by the French occupation. Egypt’s strategic location at
the head of the Red Sea appeared valuable to France and Britain. After Napoleon
failed to win Egypt, a new leader emerged: Muhammad Ali. The Ottomans sent
him as part of an expeditionary force to govern Egypt, but he soon broke away
from Ottoman control. Beginning
in 1831, he fought a series of bat-
tles in which he gained control of
Syria and Arabia. Through the
combined efforts of European
powers, Muhammad Ali and his
heirs were recognized as the
hereditary rulers of Egypt.
Muhammad Ali began a series
of reforms in the military and in
the economy. Without foreign
assistance, he personally directed
a shift of Egyptian agriculture to a
plantation cash crop — cotton.
This brought Egypt into the inter-
national marketplace but at a cost
to the peasants. They lost the use
of lands they traditionally farmed
and were forced to grow cash
crops in place of food crops. B,
The Suez Canal Muhammad Ali ’s
efforts to modernize Egypt were
continued by his grandson, Isma’il.
Isma’il supported the construction
of the Suez Canal . The canal was a
human-made waterway that cut
MAIN IDEA
Recognizing
Effects
9 What two
effects did raising
cotton have on
Egyptian agriculture?
788 Chapter 27
Suez Canal
The Suez Canal was viewed as the "Lifeline of the Empire" because
it allowed Britain quicker access to its colonies in Asia and Africa.
In a speech to Parliament, Joseph Chamberlain explained that he
believed Britain should continue its occupation of Egypt because of
"the necessity for using every legitimate opportunity to extend our
influence and control in that great African continent which is now
being opened up to civilization and to commerce."
This painting represents the opening celebration of the canal
on November 17, 1869.
History Depth
GEOGRAPHY SKILLBUILDER:
Interpreting Maps
Place Approximately how long is the Suez Canal?
through the Isthmus of Suez. It connected the Red Sea to the Mediterranean. It was
built mainly with French money from private interest groups, using Egyptian labor.
The Suez Canal opened in 1869 with a huge international celebration. However,
Isma’il’s modernization efforts, such as irrigation projects and communication net-
works, were enormously expensive. Egypt soon found that it could not pay its
European bankers even the interest on its $450 million debt. The British insisted on
overseeing financial control of the canal, and in 1882 the British occupied Egypt.
Persia Pressured to Change
Elsewhere in southwest Asia, Russia and Britain competed to exploit Persia com-
mercially and to bring that country under their own spheres of influence. (See map
on page 787.) Russia was especially interested in gaining access to the Persian Gulf
and the Indian Ocean. Twice Persia gave up territories to Russia, after military
defeats in 1813 and 1828. Britain was interested in using Afghanistan as a buffer
between India and Russia. In 1857, Persia resisted British demands but was forced
to give up all claims to Afghanistan. Britain’s interest in Persia increased greatly
after the discovery of oil there in 1908.
Persia lacked the capital to develop its own resources. To raise money and to gain
economic prestige, the Persian ruler began granting concessions to Western busi-
nesses. These concessions allowed businesses to buy the right to operate in a certain
area or develop a certain product. For example, a British corporation, the Anglo-
Persian Oil Company, began to develop Persia’s rich oil fields in the early 1900s.
The Age of Imperialism 789
Battle over Tobacco Tension arose between the often corrupt rulers,
who wanted to sell concessions to Europeans, and the people. The
people were often backed by religious leaders who feared change or
disliked Western influence in their nation. In 1890, Persian ruler
Nasir al-Din sold a concession to a British company to export Persian
tobacco. This action outraged Jamal al-Din al- Afghani, a leader who
supported the modernization of Persia. He helped set up a tobacco
boycott by the heavy-smoking Persians. In the following quote, he
expresses his contempt for the Persian ruler:
PRI MARY SOU RCE £>
He has sold to the foes of our Faith the greater part of the Persian lands
and the profits derived from them, for example . . . tobacco, with the
chief centers of its cultivation, the lands on which it is grown and the
warehouses, carriers, and sellers, wherever these are found. . . .
In short, this criminal has offered the provinces of Persia to auction
among the Powers, and is selling the realms of Islam and the abodes of
Muhammad and his household to foreigners.
JAMAL AL-DIN AL-AFGHANI, in a letter to Hasan Shirazi, April 1891
MAIN IDEA
Analyzing
Primary Sources
Cj Why did al-
Afghani condemn
the actions of the
Persian ruler?
a Nasir al-Din
was killed by one
of al-Afghani's
followers a few
years after the
boycott.
The tobacco boycott worked. Riots broke out, and the ruler was forced to can-
cel the concession. As unrest continued in Persia, however, the government was
unable to control the situation. In 1906, a group of revolutionaries forced the ruler
to establish a constitution. In 1907, Russia and Britain took over the country and
divided it into spheres of influence. They exercised economic control over Persia.
In the Muslim lands, many European imperialists gained control by using eco-
nomic imperialism and creating spheres of influence. Although some governments
made attempts to modernize their nations, in most cases it was too little too late. In
other areas of the globe, imperialists provided the modernization. India, for exam-
ple, became a colony that experienced enormous change as a result of the occupa-
tion of the imperialist British. You will learn about India in Section 4.
SECTION
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• geopolitics • Crimean War • Suez Canal
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. What imperialistic forms of
control did the Europeans use
to govern these lands?
3. What is geopolitics?
4. Why did Great Britain want to
control the Suez Canal?
6. COMPARING AND CONTRASTING How were the reactions
of African and Muslim rulers to imperialism similar? How
were they different?
5. Why did the Persian people
oppose their ruler's policy of
selling business concessions to
Europeans?
7. MAKING PREDICTIONS What do you think happened as a
result of Muhammad Ali's agriculture reform?
8. ANALYZING BIAS What does the quotation in the History
in Depth on page 789 suggest about Joseph
Chamberlain's view of British imperialism in Africa?
Muslim states failed
to keep European
imperialists out of
their lands.
9. WRITING ACTIVITY EMPIRE BUILDING Write a cause-and-
effect paragraph about reform efforts undertaken in
detail
detail
detail
Muslim lands.
CONNECT TO TODAY
CREATING A TIME LINE
Iran (formerly Persia) has undergone many changes since the late 1800s. Create a time line
of important events in Iran's modern history. Include photographs that illustrate the events.
790 Chapter 27
British Imperialism in India
MAIN IDEA
EMPIRE BUILDING As the
Mughal Empire declined, Britain
seized Indian territory and soon
controlled almost the whole
subcontinent.
WHY IT MATTERS NOW
India, the second most
populated nation in the world,
adopted some of its modern
political institutions from the
British.
TERMS & NAMES
• sepoy • Sepoy
• "jewel in Mutiny
the crown" • Raj
SETTING THE STAGE British economic interest in India began in the 1600s,
when the British East India Company set up trading posts at Bombay, Madras,
and Calcutta. At first, India’s ruling Mughal Dynasty kept European traders
under control. By 1707, however, the Mughal Empire was collapsing. Dozens of
small states, each headed by a ruler or maharajah, broke away from Mughal con-
trol. In 1757, Robert Clive led East India Company troops in a decisive victory
over Indian forces allied with the French at the Battle of Plassey. From that time
until 1858, the East India Company was the leading power in India.
British Expand Control over India
The area controlled by the East India Company grew over time. Eventually, it
governed directly or indirectly an area that included modern Bangladesh, most
of southern India, and nearly all the territory along the Ganges River in the north.
▼ A sepoy in
uniform
East India Company Dominates Officially, the British government regulated
the East India Company’s efforts both in London and in India. Until the begin-
ning of the 19th century, the company ruled India with little interference from
the British government. The company even had its own army, led by British offi-
cers and staffed by sepoys , or Indian soldiers. The governor of Bombay,
Mountstuart Elphinstone, referred to the sepoy army as “a delicate and danger-
ous machine, which a little mismanagement may easily turn against us.”
Britain's "Jewel in the Crown" At first, the British treasured India more for its
potential than its actual profit. The Industrial Revolution had turned Britain into
the world’s workshop, and India was a major supplier of raw materials for that
workshop. Its 300 million people were also a large potential market for British-
made goods. It is not surprising, then, that the British considered India the bright-
est "jewel in the crown," the most valuable of all of Britain’s colonies.
The British set up restrictions that prevented the Indian economy from
operating on its own. British policies called for India to produce raw mate-
rials for British manufacturing and to buy British goods. In addition,
Indian competition with British goods was prohibited. For example,
India’s own handloom textile industry was almost put out of business by
imported British textiles. Cheap cloth from England flooded the Indian
market and undercut local producers.
TAKING NOTES
Recognizing Effects Use
a diagram to identify the
effects of the three causes
listed.
Cause,
Effect
I. Decline, of
the Mughal
Umpire,
t. Colonial
policies
3. Sepoy
Mutiny
The Age of Imperialism 791
British Transport Trade Goods India became increasingly valuable to the British
after they established a railroad network there. Railroads transported raw products
from the interior to the ports and manufactured goods back again. Most of the raw
materials were agricultural products produced on plantations. Plantation crops
included tea, indigo, coffee, cotton, and jute. Another crop was opium. The British
shipped opium to China and exchanged it for tea, which they then sold in England.
Trade in these crops was closely tied to international events. For example, the
Crimean War in the 1850s cut off the supply of Russian jute to Scottish jute mills.
This boosted the export of raw jute from Bengal, a province in India. Likewise, cot-
ton production in India increased when the Civil War in the United States cut off
supplies of cotton for British textile mills. A>
Impact of Colonialism India both benefited from and was harmed by British colo-
nialism. On the negative side, the British held much of the political and economic
power. The British restricted Indian-owned industries such as cotton textiles. The
emphasis on cash crops resulted in a loss of self-sufficiency for many villagers. The
conversion to cash crops reduced food production, causing famines in the late
1800s. The British officially adopted a hands-off policy regarding Indian religious
and social customs. Even so, the increased presence of missionaries and the racist
attitude of most British officials threatened traditional Indian life.
On the positive side, the laying of the world’s third largest railroad network was
a major British achievement. When completed, the railroads enabled India to
develop a modern economy and brought unity to the connected regions. Along with
the railroads, a modern road network, telephone and telegraph lines, dams, bridges,
and irrigation canals enabled India to modernize. Sanitation and public health
improved. Schools and colleges were founded, and literacy increased. Also, British
troops cleared central India of bandits and put an end to local warfare among com-
peting local rulers.
Vocabulary
jute: a fiber used for
sacks and cord
MAIM IDEA
Summarizing
& On which conti-
nents were Indian
goods being
traded?
Beijing
Yellow
Sea
PERSIA
TIBET
East
China
Sea
ARABIA
Macao / ,
(Portugal) U
* Hong Kong
(Britain)
Tropic of Cancer
BRITISH
INDIA
Calcutta
Bombay
PA CIFIC
O CEAN
□ France
B Germany
B3 Great Britain
□ The Netherlands
B United States
Rangi
Bay of
Bengal Bang^ok^
SIAM
Madras
BRITISH
N. BORNEO
CEYLON
INDIA N
OCEAN
Alti> SARAWAK
'Singapore
(Britain) Borneo
Batavia ^
2,000 Kilometers 1
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1. Region Which nation in 7970 held the most land in colonies?
2. Location How is the location of India a great advantage for trade?
Western-Held Territories in Asia, 1910
A
Social Class in India
In the photograph at right, a British officer is waited on by
Indian servants. This reflects the class system in India.
British Army
Social class determined the way of life for the British Army
in India. Upper-class men served as officers. Lower-class
British served at lesser rank and did not advance past the
rank of sergeant. Only men with the rank of sergeant and
above were allowed to bring their wives to India.
Each English officer's wife attempted to re-create
England in the home setting. Like a general, she
directed an army of 20 to 30 servants.
Indian Servants
Caste determined Indian occupations. Castes were divided
into four broad categories called varna. Indian civil servants
were of the third varna. House and personal servants were
of the fourth varna.
Even within the varna, jobs were strictly regulated,
which is why such large servant staffs were required. For
example, in the picture here, both servants were of the
same varna. Although the two servants were from the
same varna, they had different jobs.
MAIN IDEA
Recognizing
Effects
5, Look back at
Elphinstone's com-
ment on page 791.
Did the Sepoy
Mutiny prove him
correct?
The Sepoy Mutiny
By 1850, the British controlled most of the Indian subcontinent. However, there
were many pockets of discontent. Many Indians believed that in addition to con-
trolling their land, the British were trying to convert them to Christianity. The Indian
people also resented the constant racism that the British expressed toward them.
Indians Rebel As economic problems increased for Indians, so did their feelings of
resentment and nationalism. In 1857, gossip spread among the sepoys, the Indian sol-
diers, that the cartridges of their new Enfield rifles were greased with beef and pork
fat. To use the cartridges, soldiers had to bite off the ends. Both Hindus, who con-
sider the cow sacred, and Muslims, who do not eat pork, were outraged by the news.
A garrison commander was shocked when 85 of the 90 sepoys refused to accept
the cartridges. The British handled the crisis badly. The soldiers who had disobeyed
were jailed. The next day, on May 10, 1857, the sepoys rebelled. They marched to
Delhi, where they were joined by Indian soldiers stationed there. They captured the
city of Delhi. From Delhi, the rebellion spread to northern and central India.
Some historians have called this outbreak the Sepoy Mutiny . The uprising spread
over much of northern India. Fierce fighting took place. Both British and sepoys tried
to slaughter each other’s armies. The East India Company took more than a year to
regain control of the country. The British government sent troops to help them. B
The Indians could not unite against the British due to weak leadership and seri-
ous splits between Hindus and Muslims. Hindus did not want the Muslim Mughal
Empire restored. Indeed, many Hindus preferred British rule to Muslim rule. Most
of the princes and maharajahs who had made alliances with the East India
The Age of Imperialism 793
Company did not take part in the rebellion. The Sikhs, a religious group that had
been hostile to the Mughals, also remained loyal to the British. Indeed, from then
on, the bearded and turbaned Sikhs became the mainstay of Britain’s army in India.
Turning Point The mutiny marked a turning point in Indian history. As a result
of the mutiny, in 1858 the British government took direct command of India. The
term Raj refers to British rule after India came under the British crown during the
reign of Queen Victoria. A cabinet minister in London directed policy, and a
British governor-general in India carried out the government’s orders. After 1877,
this official held the title of viceroy.
To reward the many princes who had remained loyal to Britain, the British
promised to respect all treaties the East India Company had made with them. They
also promised that the Indian states that were still free would remain independent.
Unofficially, however, Britain won greater and greater control of those states.
The Sepoy Mutiny fueled the racist attitudes of the British. The British attitude
is illustrated in the following quote by Lord Kitchener, British commander in chief
of the army in India:
▼ This engraving
shows sepoys
attacking the
British infantry
at the Battle of
Cawnpore in
1857.
PRIMARY SOURCE
It is this consciousness of the inherent superiority of the European which has won for us
India. However well educated and clever a native may be, and however brave he may
prove himself, I believe that no rank we can bestow on him would cause him to be
considered an equal of the British officer.
LORD KITCHENER, quoted in K. M. Pa n i kka r, Asia and Western Dominance
The mutiny increased distrust between the British and the Indians. A political
pamphlet suggested that both Hindus and Muslims “are being ruined under the
tyranny and oppression of the . . . treacherous English.” C,
MAIN IDEA
Recognizing
Effects
£> In what ways
did the Sepoy
Mutiny change the
political climate of
India?
794 Chapter 27
MAIN IDEA
Analyzing Motives
W Why would the
British think that
dividing the Hindus
and Muslims into
separate sections
would be good?
Nationalism Surfaces in India
In the early 1800s, some Indians began demanding more modernization and a
greater role in governing themselves. Ram Mohun Roy, a modern-thinking, well-
educated Indian, began a campaign to move India away from traditional practices
and ideas. Ram Mohun Roy saw arranged child marriages and the rigid caste sep-
aration as parts of Indian life that needed to be changed. He believed that if the
practices were not changed, India would continue to be controlled by outsiders.
Roy’s writings inspired other Indian reformers to call for adoption of Western
ways. Roy also founded a social reform movement that worked for change in India.
Besides modernization and Westernization, nationalist feelings started to surface
in India. Indians hated a system that made them second-class citizens in their own
country. They were barred from top posts in the Indian Civil Service. Those who
managed to get middle-level jobs were paid less than Europeans. A British engineer
on the East India Railway, for example, made nearly 20 times as much money as an
Indian engineer.
Nationalist Groups Form This growing nationalism led to the founding of two
nationalist groups, the Indian National Congress in 1885 and the Muslim League
in 1906. At first, such groups concentrated on specific concerns for Indians. By the
early 1900s, however, they were calling for self-government.
The nationalists were further inflamed in 1905 by the partition of Bengal. The
province was too large for administrative purposes, so the British divided it into a
Hindu section and a Muslim section. Keeping the two religious groups apart made
it difficult for them to unite in calling for independence. In 1911, the British took
back the order and divided the province in a different way. gj
Conflict over the control of India continued to develop between the Indians and
the British in the following years. Elsewhere in Southeast Asia, the same struggles
for control of land took place between local groups and the major European pow-
ers that dominated them. You will learn about them in Section 5.
SECTION KB ASSESSMENT
i
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• sepoy • "jewel in the crown" • Sepoy Mutiny • Raj
USING YOUR NOTES
2. Which of the effects you listed
later became causes?
MAIN IDEAS
3. Why did Britain consider India
its "jewel in the crown"?
CRITICAL THINKING & WRITING
6. MAKING INFERENCES How did economic imperialism
lead to India's becoming a British colony?
Cause
Effect
1. Decline of
the Mughal
Empire
Z. Colonial
policies
3. Sepoif
Mutiny
4. Why didn't Indians unite
against the British in the Sepoy
Mutiny?
7. EVALUATING DECISIONS What might the decision to
grease the sepoys' cartridges with beef and pork fat
reveal about the British attitude toward Indians?
5. What form did British rule take
under the Raj?
8. SYNTHESIZING How did imperialism contribute to unity
and to the growth of nationalism in India?
9. WRITING ACTIVITY EMPIRE BUILDING Write an editorial to
an underground Indian newspaper, detailing grievances
against the British and calling for self-government.
CONNECT TO TODAY
CREATING A POLITICAL CARTOON
In 1947, India was divided into two countries: mostly Hindu India and mostly Muslim Pakistan.
However, the two countries maintain a tense relationship today. Research to learn about the
cause of this tension and illustrate it in a political cartoon.
The Age of Imperialism 795
Imperialism in Southeast Asia
MAIN IDEA
J
WHY IT MATTERS NOW
TERMS & NAMES
ECONOMICS Demand for Asian
products drove Western
imperialists to seek possession
of Southeast Asian lands.
Southeast Asian independence
struggles in the 20th century
have their roots in this period of
imperialism.
Pacific Rim • annexation
King • Queen
Mongkut Liliuokalani
Emilio
Aguinaldo
i
SETTING THE STAGE Just as the European powers rushed to divide Africa,
they also competed to carve up the lands of Southeast Asia. These lands form
part of the Pacific Rim , the countries that border the Pacific Ocean. Western
nations desired the Pacific Rim lands for their strategic location along the sea
route to China. Westerners also recognized the value of the Pacific colonies as
sources of tropical agriculture, minerals, and oil. As the European powers began
to appreciate the value of the area, they challenged each other for their own parts
of the prize.
TAKING NOTES
Clarifying Use a spider
map to identify a Western
power and the areas it
controlled.
Western powers
in Southeast Asia.
European Powers Invade the Pacific Rim
Early in the 18th century, the Dutch East India Company established control over
most of the 3,000-mile-long chain of Indonesian islands. The British established
a major trading port at Singapore. The French took over Indochina on the
Southeast Asian mainland. The Germans claimed the Marshall Islands and parts
of New Guinea and the Solomon islands.
The lands of Southeast Asia were perfect for plantation agriculture. The major
focus was on sugar cane, coffee, cocoa, rubber, coconuts, bananas, and pineap-
ple. As these products became more important in the world trade markets,
European powers raced each other to claim lands.
Dutch Expand Control The Dutch East India Company, chartered in 1602,
actively sought lands in Southeast Asia. It seized Malacca from the Portuguese
and fought the British and Javanese for control of Java. The discovery of oil and
tin on the islands and the desire for more rubber plantations prompted the Dutch
to gradually expand their control over Sumatra, part of Borneo, Celebes, the
Moluccas, and Bali. Finally the Dutch ruled the whole island chain of Indonesia,
then called the Dutch East Indies. (See map opposite.)
Management of plantations and trade brought a large Dutch population to the
islands. In contrast to the British, who lived temporarily in India but retired in
Britain, the Dutch thought of Indonesia as their home. They moved to Indonesia
and created a rigid social class system there. The Dutch were on top, wealthy
and educated Indonesians came next, and plantation workers were at the bot-
tom. The Dutch also forced farmers to plant one-fifth of their land in specified
export crops.
796 Chapter 27
MAIN IDEA
Analyzing Motives
A> Why do you
think so many
Chinese moved to
Malaysia?
British Take the Malayan Peninsula To com-
pete with the Dutch, the British sought a trading
base that would serve as a stop for their ships
that traveled the India-China sea routes. They
found a large, sheltered harbor on Singapore, an
island just off the tip of the Malay Peninsula.
The opening of the Suez Canal and the increased
demand for tin and rubber combined to make
Singapore one of the world’s busiest ports.
Britain also gained colonies in Malaysia and in
Burma (modem Myanmar). Malaysia had large
deposits of tin and became the world’s leading rub-
ber exporter. Needing workers to mine the tin and
tap the rubber trees, Britain encouraged Chinese to
immigrate to Malaysia. Chinese flocked to the
area. As a result of such immigration, the Malays
soon became a minority in their own country.
Conflict between the resident Chinese and the
native Malays remains unresolved today. A,
French Control Indochina The French had
been active in Southeast Asia since the 17th cen-
tury. They even helped the Nguyen (nuh*WIN)
dynasty rise to power in Vietnam. In the 1 840s,
during the rule of an anti-Christian Vietnamese emperor, seven French missionar-
ies were killed. Church leaders and capitalists who wanted a larger share of the
overseas market demanded military intervention. Emperor Napoleon III ordered
the French army to invade southern Vietnam. Later, the French added Laos,
Cambodia, and northern Vietnam to the territory. The combined states would even-
tually be called French Indochina.
Using direct colonial management, the French themselves filled all important
positions in the government bureaucracy. They did not encourage local industry.
Four times as much land was devoted to rice production. However, the peasants’
consumption of rice decreased because much of the rice was exported. Anger over
this reduction set the stage for Vietnamese resistance against the French.
Colonial Impact In Southeast Asia, colonization brought mixed results.
Economies grew based on cash crops or goods that could be sold on the world mar-
ket. Roads, harbors, and rail systems improved communication and transportation
but mostly benefited European business. However, education, health, and sanita-
tion did improve.
Unlike other colonial areas, millions of people from other areas of Asia and the
world migrated to work on plantations and in the mines in Southeast Asia. The region
became a melting pot of Hindus, Muslims, Christians, and Buddhists. The resulting
cultural changes often led to racial and religious clashes that are still seen today.
Siam Remains Independent
While its neighbors on all sides fell under the control of imperialists, Siam
(present-day Thailand) maintained its independence throughout the colonial
period. Siam lay between British-controlled Burma and French Indochina. (See
map above.) France and Britain each aimed to prevent the other from gaining con-
trol of Siam. Knowing this, Siamese kings skillfully promoted Siam as a neutral
zone between the two powers.
The Age of Imperialism 797
Siam modernized itself under the guidance of King Mongkut and his son
Chulalongkorn. In a royal proclamation, King Chulalongkorn showed his under-
standing of the importance of progress:
PRIMARY SOURCE
As the times and the course of things in our country have changed, it is essential to
promote the advancement of all our academic and technical knowledge and to prevent
it from succumbing [giving in] to competition from the outside. In order to achieve this,
it is imperative to make haste in education so that knowledge and ability will increase.
KING CHULALONGKORN, "Royal Proclamation in Education"
To accomplish the changes, Siam started schools, reformed the legal system, and
reorganized the government. The government built its own railroads and telegraph
systems and ended slavery. Because the changes came from their own government,
the Siamese people escaped the social turmoil, racist treatment, and economic
exploitation that occurred in other countries controlled by foreigners.
U.S. Imperialism in the Pacific Islands
Because Americans had fought for their independence from Britain, most of them
disliked the idea of colonizing other nations. However, two groups of Americans
were outspoken in their support of imperialism. One group of ambitious empire
builders felt the United States should fulfill its destiny as a world power, coloniz-
ing like the Europeans. The other group, composed of business interests, welcomed
the opening of new markets and trade possibilities.
t This
photograph
shows American
soldiers fighting
the Filipino
nationalists in
the early years of
the war.
The Philippines Change Hands The United States acquired the Philippine
Islands, Puerto Rico, and Guam as a result of the Spanish- American War in 1898.
Gaining the Philippines touched off a debate in the United States over imperialism.
President McKinley’s views swayed many to his side. He told a group of Methodist
ministers his intention to “educate Filipinos, and uplift and Christianize them.”
Filipino nationalists were not happy to trade one colonizer — the Spanish — for
another, the Americans. Emilio Aguinaldo (eh*MEE*lyoh AH*gee*NAHL*doh),
leader of the Filipino nationalists, claimed that the United States had promised
immediate independence after the Spanish- American War ended. The nationalists
declared independence and established the Philippine Republic.
The United States plunged into a fierce struggle with
the Filipino nationalists in 1899 and defeated them in
1902. The United States promised the Philippine people
that it would prepare them for self-rule. To achieve this
goal, the United States built roads, railroads, and hospi-
tals, and set up school systems. However, as with other
Southeast Asian areas, businessmen encouraged grow-
ing cash crops such as sugar at the expense of basic food
crops. This led to food shortages for the Filipinos.
Hawaii Becomes a Republic U.S. interest in Hawaii
began around the 1790s when Hawaii was a port on the
way to China and East India. Beginning about the
1820s, sugar trade began to change the Hawaiian econ-
omy. Americans established sugar-cane plantations and
became highly successful. By the mid- 19th century,
American sugar plantations accounted for 75 percent of
Hawaii’s wealth. At the same time, American sugar
planters also gained great political power in Hawaii.
Vocabulary
Filipino: an inhabi-
tant of the
Philippine Islands
798 Chapter 27
Then in 1 890, the McKinley Tariff Act passed by the U.S.
government set off a crisis in the islands. The act eliminated
the tariffs on all sugar entering the United States. Now,
sugar from Hawaii was no longer cheaper than sugar pro-
duced elsewhere. That change cut into the sugar producers’
profits. Some U.S. business leaders pushed for annexation
of Hawaii, or the adding of the territory to the United States.
Making Hawaii a part of the United States meant that
Hawaiian sugar could be sold for greater profits because
American producers got an extra two cents a pound from
the U.S. government.
About the same time, the new Hawaiian ruler, Queen
Liliuokalani (luh*LEE*uh*oh*kuh*LAH*nee), took the
throne. In 1893, she called for a new constitution that would
increase her power. It would also restore the political power
of Hawaiians at the expense of wealthy planters. To prevent
this from happening, a group of American businessmen
hatched a plot to overthrow the Hawaiian monarchy. In
1893, Queen Liliuokalani was removed from power.
In 1894, Sanford B. Dole, a wealthy plantation owner and
politician, was named president of the new Republic of
Hawaii. The president of the new republic asked the United
States to annex it. At first, President Cleveland refused. In
1898, however, the Republic of Hawaii was annexed by the
United States.
The period of imperialism was a time of great power and
domination of others by mostly European powers. As the 19th
century closed, the lands of the world were all claimed. The
European powers now faced each other with competing claims.
Their battles would become the focus of the 20th century.
History Makers
Queen Liliuokalani
1838-1917
Liliuokalani was Hawaii's only queen
and the last monarch of Hawaii. She
bitterly regretted her brother's loss of
power to American planters and
worked to regain power for the
Hawaiian monarchy. As queen, she
refused to renew a treaty signed by
her brother that would have given
commercial privileges to foreign
businessmen. It was a decision that
would cost her the crown.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on Queen
Liliuokalani, go to classzone.com
^T . J
SECTION ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Pacific Rim • King Mongkut • Emilio Aguinaldo • annexation • Queen Liliuokalani
USING YOUR NOTES
2. Which Western power do you
think had the most negative
impact on its colonies?
MAIN IDEAS
3. How were the Dutch East India
Trading Company and the
British East India Company
similar?
4. What changes took place in
Southeast Asia as a result of
colonial control?
5. Why did some groups believe
that the United States should
colonize like the Europeans?
CRITICAL THINKING & WRITING
6. DRAWING CONCLUSIONS How did the reforms of the
Siamese kings help Siam remain independent?
7. ANALYZING BIAS What does President McKinley's desire
to "uplift and Christianize" the Filipinos suggest about his
perception of the people?
8. ANALYZING MOTIVES Why do you think Sanford Dole
wanted the United States to annex Hawaii?
9. WRITING ACTIVITY ECONOMICS | Compose a letter to the
editor expressing a Hawaiian's view on the U.S.
businessmen who pushed for the annexation of Hawaii
for economic gain.
CONNECT TO TODAY
DRAWING A BAR GRAPH
Research to find out about the economic situation of Southeast Asian countries today. Rank
the economies and present your findings in a bar graph.
The Age of Imperialism 799
Chapter Assessment
TERMS & NAMES
For each term or name below, briefly explain its connection to
the imperialism of 1850-1914.
1. imperialism 5 . geopolitics
2 . racism 6 . Suez Canal
3. Berlin Conference 7. Raj
4. Menelik II 8. Queen Liliuokalani
MAIN IDEAS
The Scramble for Africa Section l (pages 773-778)
9. What motivated the nations of Europe to engage in
imperialist activities?
10. What effect did the Boer War have on Africans?
Case Study: Imperialism Section 2 (pages 779-785)
11. What are the forms of imperial rule?
12. How did Ethiopia successfully resist European rule?
Europeans Claim Muslim Lands Section 3
(pages 786-790)
13. Why were the European nations interested in controlling
the Muslim lands?
14. What methods did the Muslim leaders use to try to
prevent European imperialism?
British Imperialism in India Section 4 (pages 791-795)
15. How was the economy of India transformed by the British?
16. What caused the Sepoy Mutiny?
Imperialism in Southeast Asia Section 5 (pages 796-799)
17. How did Siam manage to remain independent while
other countries in the area were being colonized?
18. Describe American attitudes toward colonizing other
lands.
CRITICAL THINKING
1. USING YOUR NOTES
In a chart, tell how the local
people resisted the demands
of the Europeans.
2. RECOGNIZING EFFECTS
| ECONOMICS"! What effects did imperialism have on the
economic life of the lands and people colonized by the
European imperialists?
3. DRAWING CONCLUSIONS
Why do you think the British viewed the Suez Canal as the
lifeline of their empire?
4. SYNTHESIZING
What positive and negative impact did inventions such as the
railroad and the steamship have on the land and people
conquered by the imperialists?
5. DEVELOPING HISTORICAL PERSPECTIVE
| EMPIRE BUILDING [ What economic, political, and social
conditions encouraged the growth of imperialism in Africa
and Asia?
Africa.
Muslim
lands
India.
Sau'thea.s't
Asia.
VISUAL SUMMARY
The New Imperialism, 1850-1914
Causes
Nationalism
To gain power, European
nations compete for colonies
and trade.
Economic Competition
Demand for raw materials
and new markets spurs a
search for colonies.
Missionary Spirit
Europeans believe they
must spread their Christian
teachings to the world.
Ik
A
IMPERIALISM
Europeans exert influence
over the economic, political,
and social lives of people
they colonize.
Effects
• Colonization
Europeans control land and
people in areas of Africa, Asia,
and Latin America.
• Colonial Economics
Europeans control trade in the
colonies and set up dependent
cash-crop economies.
Christianization
Christianity spreads to Africa,
India, and Asia.
800 Chapter 27
> STANDARDS-BASED ASSESSMENT
Use the quotation from the king of the Asante people and
your knowledge of world history to answer questions 1
and 2.
Additional Test Practice, pp. S1-S33
PRIMARY SOURCE
The suggestion that Ashanti [Asante] in its present state
should come and enjoy the protection of Her Majesty the
Queen and Empress of India, I may say this is a matter of
serious consideration, and which I am happy to say we
have arrived at the conclusion, that my kingdom of Ashanti
will never commit itself to any such conclusion, that
Ashanti must remain independent as of old, at the same
time to remain friendly with all white men. I do not write
this with a boastful spirit, but in the clear sense of its
meaning. Ashanti is an independent kingdom.
KWAKU DUA 111 to Frederic M. Hodgson, December 27, 1889
1. What is Kwaku Dua Ill's answer to the queen?
A. He would enjoy the protection of the queen.
B. He cannot commit himself at this time.
C. He is offended by her offer.
D. He refuses her offer.
2 . Why do you think Kwaku Dua III responded that he wanted to
remain friendly to white men?
A. He wanted his country to be placed under the protection of
white men.
B. He was trying to be diplomatic.
C. He wanted to adopt white men's culture.
D. He wanted the assistance of white men.
Use the map of the British Empire and your knowledge of
world history to answer question 3.
3. "The sun never sets on the British Empire" was a saying about
the British Empire at the peak of its power. What do you think
this saying meant?
A. The British Empire had colonies in every part of the world.
B. The British felt that the sun revolved around them.
C. The British Empire represented sunlight and hope to the rest
of the world.
D. The British were hard working and never slept.
INTEGRATED TECHNOLOGY
TEST PRACTICE Go to classzone.com
• Diagnostic tests • Strategies
• Tutorials • Additional practice
ALTERNATIVE ASSESSMENT
1. Interact with History
On page 772 >, you considered the advantages and disadvantages
of colonialism. Now, make a chart showing the advantages and
disadvantages to a local person living in a place that became a
European colony. Next, make a similar chart for a European living
in a foreign place. How do they compare? Discuss with
members of your class a way to decide whether the advantages
outweigh the disadvantages for each group.
2. fv\ WRITING ABOUT HISTORY
I POWER AND AUTHORITY I Write a news article about the effects
of colonization. Be sure to address the following points:
• Provide some background on the country you're writing about.
• Tell where the colonizers have come from.
• Describe how the colonizers treat the colonized people.
• Include quotations from both the colonizers and the
colonized.
• Draw conclusions about each side's opinion of the other.
INTEGRATED TECHNOLOGY
Creating an Interactive Time Line
Use the Internet and your textbook to create a time line of
the events covered in Chapter 27. The time line on pages
770-771 can serve as a guide. Use graphics software to add
maps and pictures that illustrate the events. Be sure to
include the following on your time line:
• important events in the colonization of Africa and Asia
• efforts on the part of the colonies to resist the imperialist
powers
• people who played important roles in the events
• places where key events occurred
• visuals that illustrate the events
The Age of Imperialism 80 1
CHAPTER
2
Transformations
Around the Globe,
1800-1914
Previewing Main Ideas
| EMPIRE BUILDINGl During the 19th and early 20th centuries, Great Britain,
other European nations, the United States, and Japan sought political and
economic influence over other countries.
Geography What foreign powers were involved in China in the late 1800s?
CULTURAL INTERACTION I Imperialism brought new religions, philosophies,
and technological innovations to East Asia and Latin America. People in these
areas resisted some Western ideas and adopted or adapted others.
Geography What geographic factors might explain why certain parts of
China were under Japanese , Russian , and French influence?
REVOLUTION
Both China and Japan struggled to deal with foreign
influence and to modernize. Mexico underwent a revolution that brought
political and economic reforms.
Geography Japan built up its navy as a step toward modernization. Why
do you think Japan wanted a strong navy?
INTEGRATED TECHNOLOGY
e Edition
• Interactive Maps
Cl
Interactive Visuals
Interactive Primary Sources
1 INTERNET RESOURCES
Go to classzone.com for:
• Research Links • Maps
• Internet Activities • Test Practice
• Primary Sources • Current Events
• Chapter Quiz
EAST ASIA AND
LATIN AMERICA
1823
Monroe Doctrine
reflects special U.S.
interest in Americas.
1839
JgSA 1853
China and
Wk < Commodore
Britain dash in
Perry enters
Opium War.
i r
IHr Tokyo harbor.
WORLD
1ST 5
Congress of Vienna
creates a new balance
of power in Europe,
1858
Great Britain
establishes direct
control of India.
802
Sea of
Okhotsk
to Russia
1858
MANCHURIA
1900-05 Russian.
After 1905 Japanese
MONGOLIA
autonomous 1912
53* /A
Beijing
Yellow
Sea
TIBET
autonomous
1912
East
China
Sea
BHUTAN
t? Pescaen
'Z Islands
Hong Kong
TAIWAN
to Japan 1
Bay of
Bengal
SIAM
South
China
Sea
INDIAN
OCEAN
BRITISH
NORTH
BORNEO
1898
United States wins
Spanish-American War.
(Teddy Roosevelt)
1910
Mexican
Revolution
begins.
1914
Panama Canal
opens. ► Jt
INTERACTIVE
1901
< Australia becomes an
independent nation, (British f!ag
showing countries of the Empire)
1869
Suez Canal
opens.
1905
Russian soldiers open fire
on protesting workers in
St, Petersburg.
Colonial
Spheres of
possessions influence
i i
British 1 1
□
French 1 1
German laan
n
Japanese | 1
□
Russian 1 i
Qing Empire. 1B5B
803
Why might you seek out or
resist foreign influence f
You are a local government official in 19th-century China. You are proud of
your country, which produces everything that its people need. Like other
Chinese officials, you discourage contact with foreigners. Nevertheless, people
from the West are eager to trade with China.
Most foreign products are inferior to Chinese goods. However, a few
foreign products are not available in China. You are curious about these items.
At the same time, you wonder why foreigners are so eager to trade with China
and what they hope to gain.
As a class, discuss these questions. Recall what happened in other
parts of the world when different cultures came into contact for the
first time. As you read this chapter, compare the decisions various
governments made about foreign trade and the reasons they made
those decisions.
a Finely made lanterns were among the Chinese goods favored by Western merchants.
EXAMINING the ISSUES
• How might foreign products affect the quality of life in
China both positively and negatively?
• What demands might foreigners make on countries they
trade with?
804 Chapter 28
China Resists Outside Influence
MAIN IDEA
CULTURAL INTERACTION
Western economic pressure
forced China to open to foreign
trade and influence.
WHY IT MATTERS NOW
China has become an
increasingly important member
of the global community.
TERMS & NAMES |
• Opium War • sphere of
• extraterritorial influence
rights • Open Door
• Taiping Policy
Rebellion • Boxer
Rebellion
SETTING THE STAGE Out of pride in their ancient culture, the Chinese looked
down on all foreigners. In 1793, however, the Qing emperor agreed to receive an
ambassador from England. The Englishman brought gifts of the West’s most
advanced technology — clocks, globes, musical instruments, and even a hot-air
balloon. The emperor was not impressed. In a letter to England’s King George
III, he stated that the Chinese already had everything they needed. They were not
interested in the “strange objects” and gadgets that the West was offering them.
China and the West
China was able to reject these offers from the West because it was largely self-
sufficient. The basis of this self-sufficiency was China’s healthy agricultural econ-
omy During the 11th century, China had acquired a quick-growing strain of rice
from Southeast Asia. By the time of the Qing Dynasty, the rice was being grown
throughout the southern part of the country. Around the same time, the 17th and
18th centuries, Spanish and Portuguese traders brought maize, sweet potatoes, and
peanuts from the Americas. These crops helped China increase the productivity of
its land and more effectively feed its huge population.
China also had extensive mining and manufacturing industries. Rich salt, tin,
silver, and iron mines produced great quantities of ore. The mines provided work
for tens of thousands of people. The Chinese also produced beautiful silks, high-
quality cottons, and fine porcelain.
The Tea-Opium Connection Because of their self-sufficiency, the Chinese had lit-
tle interest in trading with the West. For decades, the only place they would allow
foreigners to do business was at the southern port of Guangzhou (gwahng # joh). And
the balance of trade at Guangzhou was clearly in China’s favor. This means that
China earned much more for its exports than it spent on imports.
European merchants were determined to find a product the Chinese would
buy in large quantities. Eventually they found one — opium. Opium is a habit-
forming narcotic made from the poppy plant. Chinese doctors had been using it
to relieve pain for hundreds of years. In the late 18th century, however, British
merchants smuggled opium into China for nonmedical use. It took a few decades
for opium smoking to catch on, but by 1835, as many as 12 million Chinese peo-
ple were addicted to the drug.
TAKING NOTES
Identifying Problems
Use a chart to identify
the internal and external
problems faced by
China in the 1800s
and early 1900s.
Chinas Problems
Internal
Bxterna!
Transformations Around the Globe 805
War Breaks Out This growing supply of opium caused great problems for China.
The Qing emperor was angry about the situation. In 1839, one of his highest advis-
ers wrote a letter to England’s Queen Victoria about the problem:
PRIMARY SOURCE
By what right do they [British merchants] . . . use the poisonous drug to injure the
Chinese people? ... I have heard that the smoking of opium is very strictly forbidden by
your country; that is because the harm caused by opium is clearly understood. Since it is
not permitted to do harm to your own country, then even less should you let it be
passed on to the harm of other countries.
LIN ZEXU, quoted in China's Response to the West
The pleas went unanswered, and Britain refused to stop trading opium. The
result was an open clash between the British and the Chinese — the Opium War of
1839. The battles took place mostly at sea. China’s outdated ships were no match
for Britain’s steam-powered gunboats. As a result, the Chinese suffered a humiliat-
ing defeat. In 1842, they signed a peace treaty, the Treaty of Nanjing. A/
This treaty gave Britain the island of Hong Kong. After signing another treaty
in 1844, U.S. and other foreign citizens also gained extraterritorial rights . Under
these rights, foreigners were not subject to Chinese law at Guangzhou and four
other Chinese ports. Many Chinese greatly resented the foreigners and the bustling
trade in opium they conducted.
MAIN IDEA
Analyzing Issues
A, What conflicting
British and Chinese
positions led to the
Opium War?
Growing Internal Problems
Foreigners were not the greatest of China’s problems in the mid- 19th century, how-
ever. The country’s own population provided an overwhelming challenge. The
number of Chinese grew to 430 million by 1850, a 30 percent gain in only 60 years.
Yet, in the same period of time, food production barely increased. As a result,
hunger was widespread, even in good years. Many people became discouraged, and
opium addiction rose steadily. As their problems mounted, the Chinese began to
rebel against the Qing Dynasty.
Connect ft? Today
Special Economic Zones
Today, as in the late 1800s, the Chinese
government limits foreign economic activity to
particular areas of the country. Most of these
areas, called special economic zones (SEZs), are
located on the coast and waterways of
southeastern China. First established in the late
1970s, the SEZs are designed to attract, but also
control, foreign investment.
One of the most successful SEZs is Shanghai
(pictured at right). By 2006, dozens of foreign
companies— including IBM of the United States,
Hitachi of Japan, Siemens of Germany, and
Unilever of Great Britain— had invested over $73
billion in the building and operating of factories,
stores, and other businesses. This investment
had a huge impact. Shanghai's per capita GDP
grew from around $1200 in 1990 to over $6000
in 2006.
806 Chapter 28
MAIN IDEA
Recognizing
Effects
5) What were the
results of the
Taiping Rebellion?
Vocabulary
A dowager is a
widow who holds a
title or property
from her deceased
husband.
The Taiping Rebellion During the late 1830s, Hong
Xiuquan (hung shee*oo*choo # ahn), a young man
from Guangdong province in southern China, began
recruiting followers to help him build a “Heavenly
Kingdom of Great Peace.” In this kingdom, all
Chinese people would share China’s vast wealth and
no one would live in poverty. Hong’s movement was
called the Taiping Rebellion , from the Chinese
word taiping, meaning “great peace.”
By the 1850s, Hong had organized a massive
peasant army of some one million people. Over
time, the Taiping army took control of large areas of
southeastern China. Then, in 1853, Hong captured
the city of Nanjing and declared it his capital. Hong
soon withdrew from everyday life and left family
members and his trusted lieutenants in charge of the
government of his kingdom.
The leaders of the Taiping government, however,
constantly feuded among themselves. Also, Qing
imperial troops and British and French forces all
launched attacks against the Taiping. By 1864, this
combination of internal fighting and outside assaults
had brought down the Taiping government. But China paid a terrible price. At least
20 million — and possibly twice that many — people died in the rebellion. B
▲ A Taiping force
surrounds and
destroys an enemy
village.
Foreign Influence Grows
The Taiping Rebellion and several other smaller uprisings put tremendous internal
pressure on the Chinese government. And, despite the Treaty of Nanjing, external
pressure from foreign powers was increasing. At the Qing court, stormy debates
raged about how best to deal with these issues. Some government leaders called for
reforms patterned on Western ways. Others, however, clung to traditional ways and
accepted change very reluctantly.
Resistance to Change During the last half of the 19th century, one person was in
command at the Qing imperial palace. The Dowager Empress Cixi (tsoo*shee) held
the reins of power in China from 1862 until 1908 with only one brief gap. Although
she was committed to traditional values, the Dowager Empress did support certain
reforms. In the 1860s, for example, she backed the self- strengthening movement.
This program aimed to update China’s educational system, diplomatic service, and
military. Under this program, China set up factories to manufacture steam-powered
gunboats, rifles, and ammunition. The self-strengthening movement had mixed
results, however.
Other Nations Step In Other countries were well aware of China’s continuing
problems. Throughout the late 19th century, many foreign nations took advantage
of the situation and attacked China. Treaty negotiations after each conflict gave
these nations increasing control over China’s economy. Many of Europe’s major
powers and Japan gained a strong foothold in China. This foothold, or sphere of
influence , was an area in which the foreign nation controlled trade and investment.
(See the map on page 808.)
The United States was a long-time trading partner with China. Americans wor-
ried that other nations would soon divide China into formal colonies and shut out
American traders. To prevent this occurrence, in 1899 the United States declared
Transformations Around the Globe 807
Lake
Balkhash V '
RUSSIA
Lake
Baikal
MONGOLIA
CHINA
Beijing 1
(KOREA Japan
TIBET
Yellow
Sea
ihanghai
BHUTAN
Ningbo
Fuzhou +
Guangzhou
Xiamen
^TAIWAN
Bay of
Bengal
SIAM
South
China
2,000 Kilometers
China: Spheres of Influence and Treaty Ports, c. 1900
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1. Human-Environment Interaction Which countries had spheres
of influence in China?
2. Location What foreign power shown on the map had access to
inland China? What geographic feature made this possible?
Spheres of Influence
H British
IS French
■ German
H Japanese
IB Russian
Treaty Ports
* Original port opened
by Treaty of Nanjing
(1842)
• Treaty port opened
by 1900
■ Major city
the Open Door Policy . This proposed that China’s “doors” be open to merchants
of all nations. Britain and the other European nations agreed. The policy thus pro-
tected both U.S. trading rights in China, and China’s freedom from colonization.
But the country was still at the mercy of foreign powers.
An Upsurge in Chinese Nationalism
Humiliated by their loss of power, many Chinese pressed for strong reforms.
Among those demanding change was China’s young emperor, Guangxu
(gwahng*shoo). In June 1898, Guangxu introduced measures to modernize China.
These measures called for reorganizing China’s educational system, strengthening
the economy, modernizing the military, and streamlining the government.
Most Qing officials saw these innovations as threats to their power. They reacted
with alarm, calling the Dowager Empress back to the imperial court. On her return,
she acted with great speed. She placed Guangxu under arrest and took control of
the government. She then reversed his reforms. Guangxu ’s efforts brought about no
change whatsoever. The Chinese people’s frustration with their situation continued
to grow.
The Boxer Rebellion This widespread frustration finally erupted into violence.
Poor peasants and workers resented the special privileges granted to foreigners.
They also resented Chinese Christians, who had adopted a foreign faith. To demon-
strate their discontent, they formed a secret organization called the Society of
Righteous and Harmonious Fists. They soon came to be known as the Boxers.
Their campaign against the Dowager Empress’s rule and foreigner privilege was
called the Boxer Rebe li ion .
808 Chapter 28
MAIN IDEA
Analyzing Causes
C; Why did the
Boxer Rebellion fail?
In the spring of 1900, the Boxers descended on
Beijing. Shouting “Death to the foreign devils,”
the Boxers surrounded the European section of the
city. They kept it under siege for several months.
The Dowager Empress expressed support for the
Boxers but did not back her words with military
aid. In August, a multinational force of 19,000
troops marched on Beijing and quickly defeated
the Boxers. C j
Despite the failure of the Boxer Rebellion, a
strong sense of nationalism had emerged in China.
The Chinese people realized that their country
must resist more foreign intervention. Even more
important, they felt that the government must
become responsive to their needs.
The Beginnings of Reform At this point, even
the Qing court realized that China needed to make
profound changes to survive. In 1905, the Dowager Empress sent a select group of
Chinese officials on a world tour to study the operation of different governments.
The group traveled to Japan, the United States, Britain, France, Germany, Russia,
and Italy. On their return in the spring of 1906, the officials recommended that
China restructure its government. They based their suggestions on the constitu-
tional monarchy of Japan. The empress accepted this recommendation and began
making reforms. Although she convened a national assembly within a year, change
was slow. In 1908, the court announced that it would establish a full constitutional
government by 1917.
However, the turmoil in China did not end with these progressive steps. China
experienced unrest for the next four decades as it continued to face internal and
external threats. China’s neighbor Japan also faced pressure from the West during
this time. But it responded to this influence in a much different way.
▲ A gang of Boxers
attacks Chinese
Christians.
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Opium War • extraterritorial rights • Taiping Rebellion • sphere of influence • Open Door Policy
• Boxer Rebellion
USING YOUR NOTES
2. Which created the most
trouble for China, internal
problems or external
problems? Why?
Chinois Problem
Interna./
Externa./
INTEGRATED TECHNOLOGY
MAIN IDEAS
3. Why did the Chinese have little
interest in trading with the
West?
4. What internal problems did
China face prior to the Taiping
Rebellion?
5. Why did Emperor Guangxu's
efforts at reform and
modernization fail?
INTERNET ACTIVITY
Use the Internet to find information on special economic zones in
China. Use your findings to create an annotated map showing the
location of these zones.
CRITICAL THINKING & WRITING
6. ANALYZING MOTIVES Why do you think European powers
established spheres of influence in China rather than
colonies, as they did in Africa and other parts of Asia?
7. MAKING INFERENCES What importance did spheres of
influence have for China?
8. COMPARING AND CONTRASTING What were the
similarities and differences between the Taiping Rebellion
and the Boxer Rebellion?
9. WRITING ACTIVITY CULTURAL INTERACTION | Write a
dialogue between two of Dowager Empress Cixi's
advisers— one arguing for continued isolation, the other
for openness to foreign influence and trade.
INTERNET KEYWORDS
special economic zones ,
SEZs
Transformations Around the Globe 809
Modernization in Japan
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
CULTURAL INTERACTION Japan
Japan's continued development
• Treaty of
• Russo-
followed the model of Western
of its own way of life has made
Kanagawa
Japanese War
powers by industrializing and
it a leading world power.
• Meiji era
• annexation
expanding its foreign influence.
SETTING THE STAGE In the early 17th century, Japan had shut itself off from
almost all contact with other nations. Under the rule of the Tokugawa shoguns,
Japanese society was very tightly ordered. The shogun parceled out land to the
daimyo, or lords. The peasants worked for and lived under the protection of their
daimyo and his small army of samurai, or warriors. This rigid feudal system
managed to keep the country free of civil war. Peace and relative prosperity
reigned in Japan for two centuries.
TAKING NOTES
Analyzing Causes List
the steps that Japan
took toward
modernization and the
events that contributed
to its growth as an
imperialistic power.
Japan Ends Its Isolation
The Japanese had almost no contact with the industrialized world during this
time of isolation. They continued, however, to trade with China and with Dutch
merchants from Indonesia. They also had diplomatic contact with Korea.
However, trade was growing in importance, both inside and outside Japan.
The Demand for Foreign Trade Beginning in the early 19th century,
Westerners tried to convince the Japanese to open their ports to trade. British,
French, Russian, and American officials occasionally anchored off the Japanese
coast. Like China, however, Japan repeatedly refused to receive them. Then, in
1853, U.S. Commodore Matthew Perry took four ships into what is now Tokyo
Harbor. These massive black wooden ships powered by steam astounded the
Japanese. The ships’ cannons also shocked them. The Tokugawa shogun realized
he had no choice but to receive Perry and the letter Perry had brought from U.S.
president Millard Fillmore.
Fillmore’s letter politely asked the shogun to allow free trade between the
United States and Japan. Perry delivered it with a threat, however. He would
come back with a larger fleet in a year to receive Japan’s reply. That reply was
the Treaty of Kanagawa of 1854. Under its terms, Japan opened two ports at
which U.S. ships could take on supplies. After the United States had pushed open
the door, other Western powers soon followed. By 1860, Japan, like China, had
granted foreigners permission to trade at several treaty ports. It had also
extended extraterritorial rights to many foreign nations.
Meiji Reform and Modernization The Japanese were angry that the shogun had
given in to the foreigners’ demands. They turned to Japan’s young emperor,
Mutsuhito (moot*soo*HEE*toh), who seemed to symbolize the country’s sense of
810 Chapter 28
pride and nationalism. In 1867, the Tokugawa shogun stepped down, ending the mil-
itary dictatorships that had lasted since the 12th century. Mutsuhito took control of
the government. He chose the name Meiji for his reign, which means “enlightened
rule.” Mutsuhito ’s reign, which lasted 45 years, is known as the Meiji era .
The Meiji emperor realized that the best way to counter Western influence was
to modernize. He sent diplomats to Europe and North America to study Western
ways. The Japanese then chose what they believed to be the best that Western civ-
ilization had to offer and adapted it to their own country. They admired Germany’s
strong centralized government, for example. And they used its constitution as a
model for their own. The Japanese also admired the discipline of the German army
and the skill of the British navy. They attempted to imitate these European powers
as they modernized their military. Japan adopted the American system of universal
public education and required that all Japanese children attend school. Their teach-
ers often included foreign experts. Students could go abroad to study as well.
The emperor also energetically supported following the Western path of indus-
trialization. By the early 20th century, the Japanese economy had become as mod-
ern as any in the world. The country built its first railroad line in 1872. The track
connected Tokyo, the nation’s capital, with the port of Yokohama, 20 miles to the
south. By 1914, Japan had more than 7,000 miles of railroad. Coal production grew
from half a million tons in 1875 to more than 21 million tons in 1913. Meanwhile,
large, state-supported companies built thousands of factories. Traditional Japanese
industries, such as tea processing and silk production, expanded to give the coun-
try unique products to trade. Developing modern industries, such as shipbuilding,
made Japan competitive with the West.
Imperial Japan
Japan’s race to modernize paid off. By 1890, the country had several dozen war-
ships and 500,000 well-trained, well-armed soldiers. It had become the strongest
military power in Asia.
Japan had gained military, political, and economic strength. It then sought to
eliminate the extraterritorial rights of foreigners. The Japanese foreign minister
assured foreigners that they could rely on fair treatment in Japan. This was because
its constitution and legal codes were similar to those of European nations, he
explained. His reasoning was convincing, and in 1894, foreign powers accepted the
China and Japan Confront the West
China
Remains committed
to traditional values
Loses numerous
territorial conflicts
Grants other
nations spheres of
influence within
China
Finally accepts
necessity for reform
Both
Have well-
established
traditional
values
Initially resist
change
Oppose Western
imperialism
Japan
Considers
modernization to be
necessary
Borrows and adapts
Western ways
Strengthens its
economic and
military power
Becomes an empire
builder
SKILLBUILDER: Interpreting Charts
1. Contrasting According to the diagram , in what ways did China and Japan
deal differently with Western influence?
2. Comparing What similar responses did each country share despite the
different paths they followed?
a The Dowager
Empress Cixi
( 1862 - 1908 )
a The Meiji Emperor
Mutsuhito
( 1867 - 1912 )
811
abolition of extraterritorial rights for their citizens living in Japan. Japan’s feeling
of strength and equality with the Western nations rose.
As Japan’s sense of power grew, the nation also became more imperialistic. As
in Europe, national pride played a large part in Japan’s imperial plans. The
Japanese were determined to show the world that they were a powerful nation. A,
Japan Attacks China The Japanese first turned their sights to their neighbor,
Korea. In 1876, Japan forced Korea to open three ports to Japanese trade. But
China also considered Korea to be important both as a trading partner and a mili-
tary outpost. Recognizing their similar interests in Korea, Japan and China signed
a hands-off agreement. In 1885, both countries pledged that they would not send
their armies into Korea.
In June 1894, however, China broke that agreement. Rebellions had broken out
against Korea’s king. He asked China for military help in putting them down.
Chinese troops marched into Korea. Japan protested and sent its troops to Korea to
fight the Chinese. This Sino-Japanese War lasted just a few months. In that time,
Japan drove the Chinese out of Korea, destroyed the Chinese navy, and gained a
foothold in Manchuria. In 1895, China and Japan signed a peace treaty. This treaty
gave Japan its first colonies, Taiwan and the neighboring Pescadores Islands. (See
the map on page 803.)
Russo-Japanese War Japan’s victory over China changed the world’s balance of
power. Russia and Japan emerged as the major powers — and enemies — in East
Asia. The two countries soon went to war over Manchuria. In 1903, Japan offered
to recognize Russia’s rights in Manchuria if the Russians would agree to stay out
of Korea. But the Russians refused.
In February 1904, Japan launched a surprise attack on Russian ships anchored
off the coast of Manchuria. In the resulting Russo-Japanese War Japan drove
MAIN IDEA
Making
Inferences
A/ Why did
Japan become
imperialistic?
Vocabulary
Sino: a prefix mean-
ing "Chinese"
Analyzing Political Cartoons
SKILLBUILDER:
Interpreting Political Cartoons
1 . Clarifying How does the cartoonist signify
that Japan is warlike?
2. Making Inferences In their fight, Russia
and Japan appear to be crushing someone.
Who do you think this might be?
Warlike Japan
Cartoonists often use symbols to identify the
countries, individuals, or even ideas featured in
their cartoons. Russia has long been symbolized
as a bear by cartoonists. Here, the cartoonist uses
a polar bear.
Prior to the Meiji era, cartoonists usually
pictured Japan as a fierce samurai. Later, however,
Japan often was symbolized by a caricature of
Emperor Mutsuhito. Here, the cartoonist has
exaggerated the emperor's physical features to
make him look like a bird of prey.
812 Chapter 28
Vocabulary
protectorate: a
country under the
partial control and
protection of
another nation
MAIN IDEA
Clarifying
B j How did Japan
treat the Koreans
after it annexed the
country?
Russian troops out of Korea and captured most of Russia’s
Pacific fleet. It also destroyed Russia’s Baltic fleet, which had
sailed all the way around Africa to participate in the war.
In 1905, Japan and Russia began peace negotiations. U.S.
president Theodore Roosevelt helped draft the treaty, which
the two nations signed on a ship off Portsmouth, New
Hampshire. This agreement, the Treaty of Portsmouth, gave
Japan the captured territories. It also forced Russia to with-
draw from Manchuria and to stay out of Korea.
Japanese Occupation of Korea After defeating Russia,
Japan attacked Korea with a vengeance. In 1905, it made
Korea a protectorate. Japan sent in “advisers,” who grabbed
more and more power from the Korean government. The
Korean king was unable to rally international support for his
regime. In 1907, he gave up control of the country. Within
two years the Korean Imperial Army was disbanded. In
1910, Japan officially imposed annexation on Korea, or
brought that country under Japan’s control.
The Japanese were harsh rulers. They shut down Korean
newspapers and took over Korean schools. There they
replaced the study of Korean language and history with
Japanese subjects. They took land away from Korean farm-
ers and gave it to Japanese settlers. They encouraged
Japanese businessmen to start industries in Korea, but for-
bade Koreans from going into business. Resentment of Japan’s repressive rule
grew, helping to create a strong Korean nationalist movement.
The rest of the world clearly saw the brutal results of Japan’s imperialism.
Nevertheless, the United States and other European countries largely ignored what
was happening in Korea. They were too busy with their own imperialistic aims, as
you will learn in Section 3.
Global Impact-*
Western Views of the East
The Japanese victory over the
Russians in 1905 exploded a strong
Western myth. Many Westerners
believed that white people were a
superior race. The overwhelming
success of European colonialism and
imperialism in the Americas, Africa,
and Asia had reinforced this belief.
But the Japanese had shown
Europeans that people of other races
were their equals in modern warfare.
Unfortunately, Japan's military
victory led to a different form of
Western racism. Influenced by the
ideas of Germany's Emperor Wilhelm
II, the West imagined the Japanese
uniting with the Chinese and
conquering Europe. The resulting
racist Western fear of what was called
the yellow peril influenced world
politics for many decades.
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Treaty of Kanagawa • Meiji era • Russo-Japanese War • annexation
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Do you think that Japan could
have become an imperialistic
power if it had not modern-
ized? Why or why not?
CONNECT TO TODAY
3. How was the Treaty of
Kanagawa similar to the
treaties that China signed with
various European powers?
4. What steps did the Meiji
emperor take to modernize
Japan?
5. How did Japan begin its quest
to build an empire?
CREATING A SYMBOL
6. ANALYZING CAUSES What influences do you think were
most important in motivating Japan to build its empire?
7. FORMING AND SUPPORTING OPINIONS In your view, was
Japan's aggressive imperialism justified? Support your
answer with information from the text.
8. ANALYZING BIAS How did Japan's victory in the Russo-
Japanese War both explode and create stereotypes?
9. WRITING ACTIVITY EMPIRE BUILDING In the role of a
Japanese official, write a letter to the government of a
Western power explaining why you think it is necessary
for your country to build an empire.
Conduct research to discover the name that Akihito, the present emperor of Japan, chose for
his reign. Then create a symbol that expresses the meaning of this name.
Transformations Around the Globe 813
History through Art
Japanese Woodblock
Printing
Woodblock printing in Japan evolved from black-and-white prints created
by Buddhists in the 700s. By the late 1700s, artists learned how to create
multicolor prints.
Woodblock prints could be produced quickly and in large quantities,
so they were cheaper than paintings. In the mid- 1800s, a Japanese person
could buy a woodblock print for about the same price as a bowl of
noodles. As a result, woodblock prints like those shown here became a
widespread art form. The most popular subjects included actors, beautiful
women, urban life, and landscapes.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on Japanese
woodblock printing, go to classzone.com
A Naniwaya Okita
The artist Kitagawa Utamaro created many prints of attractive
women. This print shows Naniwaya Okita, a famous beauty of
the late 1700s. Her long face, elaborate hairstyle, and many-
colored robes were all considered part of her beauty.
A Carving the Block
These photographs show a modern artist
carving a block for the black ink. (The artist
must carve a separate block for each color
that will be in the final print.)
Carving the raised image requires
precision and patience. For example, David
Bull, the artist in the photographs, makes
five cuts to create each strand of hair. One
slip of the knife, and the block will be
ruined.
814 Chapter 28
k Printing
After the carved block is inked, the artist presses paper on it, printing a
partial image. He or she repeats this stage for each new color. The artist
must ensure that every color ends up in exactly the right place, so that
no blocks of color extend beyond the outlines or fall short of them.
▲ Under the Wave off Kanagawa
Katsushika Hokusai was one of the most
famous of all Japanese printmakers. This scene
is taken from his well-known series Thirty-Six
Views of Mount Fuji. Mount Fuji, which many
Japanese considered sacred, is the small peak
in the background of this scene.
Connect to Today
1. Making Inferences What personal
qualities and skills would an artist
need to be good at making
woodblock prints?
f* See Skillbuilder Handbook, page RIO.
2. Forming and Supporting Opinions
Hokusai's print of the wave, shown
above, remains very popular today.
Why do you think this image appeals
to modern people?
815
U.S. Economic Imperialism
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
EMPIRE BUILDING The United
This policy set the stage for
• caudillo
• Panama
States put increasing economic
20th-century relations between
• Monroe
Canal
and political pressure on Latin
Latin America and the United
Doctrine
• Roosevelt
America during the 19th
States.
• Jose Marti
Corollary
century.
• Spanish-
American War
SETTING THE STAGE Latin America’s long struggle to gain independence
from colonial domination between the late 18th and the mid- 19th centuries left
the new nations in shambles. Farm fields had been neglected and were overrun
with weeds. Buildings in many cities bore the scars of battle. Some cities had
been left in ruins. The new nations of Latin America faced a struggle for eco-
nomic and political recovery that was every bit as difficult as their struggle for
independence had been.
TAKING NOTES
Following
Chronological
Order Use a time line
to list the major events
in U.S. involvement in
Latin America.
16Z3 1696 /903 1914
Latin America After Independence
Political independence meant little for most citizens of the new Latin American
nations. The majority remained poor laborers caught up in a cycle of poverty.
Colonial Legacy Both before and after independence, most Latin Americans
worked for large landowners. The employers paid their workers with vouchers
that could be used only at their own supply stores. Since wages were low and
prices were high, workers went into debt. Their debt accumulated and passed
from one generation to the next. In this system known as peonage, “free” work-
ers were little better than slaves.
Landowners, on the other hand, only got wealthier after independence. Many
new Latin American governments took over the lands owned by native peoples
and by the Catholic Church. Then they put those lands up for sale. Wealthy
landowners were the only people who could afford to buy them, and they
snapped them up. But as one Argentinean newspaper reported, “Their greed for
land does not equal their ability to use it intelligently.” The unequal distribution
of land and the landowners’ inability to use it effectively combined to prevent
social and economic development in Latin America.
Political Instability Political instability was another widespread problem in
19th-century Latin America. Many Latin American army leaders had gained
fame and power during their long struggle for independence. They often contin-
ued to assert their power. They controlled the new nations as military dictators,
or caudillos (kaw*DEEL*yohz). They were able to hold on to power because they
were backed by the military. By the mid- 1800s, nearly all the countries of Latin
America were ruled by caudillos. One typical caudillo was Juan Vicente Gomez.
816 Chapter 28
MAIN IDEA
Identifying
Problems
A>What difficul-
ties did lower-
class Latin Amer-
icans continue
to face after
independence?
He was a ruthless man who ruled Venezuela for nearly 30 years after seiz-
ing power in 1908. “All Venezuela is my cattle ranch,” he once boasted.
There were some exceptions, however. Reform-minded presi-
dents, such as Argentina’s Domingo Sarmiento, made strong com-
mitments to improving education. During Sarmiento ’s presidency,
between 1868 and 1874, the number of students in Argentina dou-
bled. But such reformers usually did not stay in office long. More
often than not, a caudillo, supported by the army, seized control of
the government.
The caudillos faced little opposition. The wealthy landowners
usually supported them because they opposed giving power to the
lower classes. In addition, Latin Americans had gained little experience
with democracy under European colonial rule. So, the dictatorship of a
caudillo did not seem unusual to them. But even when caudillos were not in
power, most Latin Americans still lacked a voice in the government. Voting
rights — and with them, political power — were restricted to the relatively few mem-
bers of the upper and middle classes who owned property or could read, k,
a Argentine
reformer Domingo
Sarmiento
Economies Grow Under Foreign Influence
When colonial rule ended in Latin America in the early 1800s, the new nations
were no longer restricted to trading with colonial powers. Britain and, later, the
United States became Latin America’s main trading partners.
Old Products and New Markets Latin America’s economies continued to
depend on exports, no matter whom they were trading with. As during the colonial
era, each country concentrated on one or two products. With advances in technol-
ogy, however, Latin America’s exports grew. The development of the steamship and
the building of railroads in the 19th century, for example, greatly increased Latin
American trade. Toward the end of the century, the invention of refrigeration
helped increase Latin America’s exports. The sale of beef, fruits and vegetables,
and other perishable goods soared.
But foreign nations benefited far more from the increased trade than Latin
America did. In exchange for their exports, Latin Americans imported European
and North American manufactured goods. As a result, they had little reason to
develop their own manufacturing industries. And as long as Latin America remained
unindustrialized, it could not play a leading role on the world economic stage.
▼ Workers unload
coffee beans at a
plantation in Brazil.
Until recently,
Brazil's economy
depended heavily
on the export of
coffee.
Outside Investment and Interference Furthermore, Latin American countries
used little of their export income to build roads, schools, or hospitals. Nor did they
fund programs that would help them become self-sufficient. Instead, they often
borrowed money at high interest rates to develop facilities for their export indus-
tries. Countries such as Britain, France, the United States, and Germany were will-
ing lenders. The Latin American countries often were unable to pay back their
loans, however. In response, foreign lenders sometimes threatened to collect the
debt by force. At other times, they threatened to take over the facilities they had
funded. In this way, foreign companies gained control of many Latin American
industries. This began a new age of economic colonialism in Latin America.
History Makers
Jose Marti
1853-1895
Jose Marti was only 15 in 1868 when
he first began speaking out for
Cuban independence. In 1871, the
Spanish colonial government
punished Marti's open opposition
with exile. Except for a brief return to
his homeland in 1878, Marti
remained in exile for about 20 years.
For most of this time, he lived in
New York City. There he continued
his career as a writer and a
revolutionary. "Life on earth is a
hand-to-hand combat . . . between
the law of love and the law of hate,"
he proclaimed.
While in New York, Marti helped
raise an army to fight for Cuban
independence. He died on the
battlefield only a month after the war
began. But Marti's cry for freedom
echoes in his essays and poems and
in folk songs about him that are still
sung throughout the world.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on Jose
Marti, go to classzone.com
L ;
A Latin American Empire
Long before the United States had any economic interest in
Latin American countries, it realized that it had strong links
with its southern neighbors. Leaders of the United States
were well aware that their country’s security depended on
the security of Latin America.
The Monroe Doctrine Most Latin American colonies had
gained their independence by the early 1800s. But their
position was not secure. Many Latin Americans feared that
European countries would try to reconquer the new
republics. The United States, a young nation itself, feared
this too. So, in 1823, President James Monroe issued what
came to be called the Monroe Doctrine . This document
stated that “the American continents ... are henceforth not
to be considered as subjects for future colonization by any
European powers.” Until 1898, though, the United States
did little to enforce the Monroe Doctrine. Cuba provided a
real testing ground.
Cuba Declares Independence The Caribbean island of
Cuba was one of Spain’s last colonies in the Americas. In
1868, Cuba declared its independence and fought a ten-year
war against Spain. In 1878, with the island in ruins, the
Cubans gave up the fight. But some Cubans continued to
seek independence from Spain. In 1895, Jose Marti , a writer
who had been exiled from Cuba by the Spanish, returned to
launch a second war for Cuban independence. Marti was
killed early in the fighting, but the Cubans battled on.
By the mid- 1890s, the United States had developed sub-
stantial business holdings in Cuba. Therefore it had an eco-
nomic stake in the fate of the country. In addition, the Spanish
had forced many Cuban civilians into concentration camps.
Americans objected to the Spanish brutality. In 1898, the
United States joined the Cuban war for independence. This
conflict, which became known as the Spanish-American
War , lasted about four months. U.S. forces launched their
first attack not on Cuba but on the Philippine Islands, a
Spanish colony thousands of miles away in the Pacific.
Unprepared for a war on two fronts, the Spanish military
quickly collapsed. (See the maps on the opposite page.) JJ/
MAIN IDEA
Analyzing Motives
Why did the
United States join
the Cuban war for
independence?
818 Chapter 28
The Spanish-American War,
1898: the Caribbean
ATLANTIC
400 Miles OCEAN
/
The Spanish-American War,
1898: the Philippines
- 20°N
U.S. forces
jk Battle
PHILIPPINE
ISLANDS
£
South
China
Sea
Mindoro
* «
i
Jpolo.an Ne ^ ^
PACIFIC
OCEAN
800 Kilometers
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Location Where is Cuba located in relation to the United States?
2. Location In the war, the United States launched its first attack against the Philippine
Islands. Why might this have surprised the Spanish?
A°
Vocabulary
A colossus is a huge
statue that towers
over the surround-
ing area.
In 1901, Cuba became an independent nation, at least in name. However, the
United States installed a military government and continued to exert control over
Cuban affairs. This caused tremendous resentment among many Cubans, who had
assumed that the United States’ aim in intervening was to help Cuba become truly
independent. The split that developed between the United States and Cuba at this
time continues to keep these close neighbors miles apart more than a century later.
After its defeat in the Spanish-American War, Spain turned over the last of its
colonies. Puerto Rico, Guam, and the Philippines became U.S. territories. Having
become the dominant imperial power in Latin America, the United States next set
its sights on Panama.
Connecting the Oceans Latin Americans were beginning to regard the United
States as the political and economic “Colossus of the North.” The United States
was a colossus in geographic terms too. By the 1870s, the transcontinental railroad
connected its east and west coasts. But land travel still was time-consuming and
difficult. And sea travel between the coasts involved a trip of about 13,000 miles
around the tip of South America. If a canal could be dug across a narrow section
of Central America, however, the coast-to-coast journey would be cut in half.
The United States had been thinking about such a project since the early 19th
century. In the 1880s, a French company tried — but failed — to build a canal across
Panama. Despite this failure, Americans remained enthusiastic about the canal.
And no one was more enthusiastic than President Theodore Roosevelt, who led the
nation from 1901 to 1909. In 1903, Panama was a province of Colombia. Roosevelt
offered that country $10 million plus a yearly payment for the right to build a canal.
When the Colombian government demanded more money, the United States
Transformations Around the Globe 819
Science & Technology
H INTERACTIVE
Panama Canal
The Panama Canal is considered one of the world’s
greatest engineering accomplishments. Its completion
changed the course of history by opening a worldwide
trade route between the Atlantic and Pacific oceans. As
shown in the diagram below, on entering the canal, ships
are raised about 85 feet in a series of three locks. On
leaving the canal, ships are lowered to sea level by
another series of three locks.
The canal also had a lasting effect on other
technologies. Since the early 1900s, ships have been
built to dimensions that will allow them to pass through
the canal’s locks.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on the Panama Canal,
go to classzone.com
▲ Ships passing through the Pedro Miguel Locks
Panama Canal Cross-section
Gatun Locks
Gaillard Cut Pedro Miguel Locks
Miraflores Lake
Miraflores Locks
I
85'
Pacific Ocean |
L lidlldl lUIIc
I rn&K i
-
Panama City
alboa
PACIFIC
OCEAN
'■ 10 Miles
820
20 Kilometers
Canal Facts
• The canal took ten years to
build (1904-1914) and cost
$380 million.
• During the construction of
the canal, workers dug up
more than 200 million cubic
yards of earth.
• Thousands of workers died
from diseases while building
the canal.
• The trip from San Francisco
to New York City via the
Panama Canal is about
9,000 miles shorter than the
trip around South America.
• The 51 -mile trip through the
canal takes 8 to 10 hours.
• The canal now handles
more than 13,000 ships a
year from around 70 nations
carrying 192 million short
tons of cargo.
• Panama took control of
the canal on December
31, 1999.
a This cross-section shows the
different elevations and locks that
a ship moves through on the trip
through the canal.
Connect to Today
1. Identifying Problems What
difficulties did workers face in
constructing the canal?
See Skillbuilder Handbook, page R5.
2. Evaluating Decisions In the more
than 90 years since it was built, do
you think that the benefits of the
Panama Canal to world trade have
outweighed the costs in time, money,
and human life? Explain your answer.
MAIN IDEA
Analyzing Motives
£> Why was the
United States so
interested in build-
ing the Panama
Canal?
responded by encouraging a revolution in Panama. The Panamanians had been try-
ing to break away from Colombia for almost a century. In 1903, with help from the
United States Navy, they won their country’s independence. In gratitude, Panama
gave the United States a ten-mile-wide zone in which to build a canal.
For the next decade, American engineers contended with floods and withering
heat to build the massive waterway. However, their greatest challenge was the
disease-carrying insects that infested the area. The United States began a campaign
to destroy the mosquitoes that carried yellow fever and malaria, and the rats that
carried bubonic plague. The effort to control these diseases was eventually suc-
cessful. Even so, thousands of workers died during construction of the canal. The
Panama Canal finally opened in 1914. Ships from around the world soon began
to use it. Latin America had become a crossroads of world
trade. And the United States controlled the tollgate. C,
The Roosevelt Corollary The building of the Panama Canal
was only one way that the United States expanded its influence
in Latin America in the early 20th century. Its presence in
Cuba and its large investments in many Central and South
American countries strengthened its foothold. To protect those
economic interests, in 1904, President Roosevelt issued a
corollary, or extension, to the Monroe Doctrine. The
Roosevelt Corollary gave the United States the right to be “an
international police power” in the Western Hemisphere.
The United States used the Roosevelt Corollary many times
in the following years to justify U.S. intervention in Latin
America. U.S. troops occupied some countries for decades.
Many Latin Americans protested this intervention, but they
were powerless to stop their giant neighbor to the north. The
U.S. government simply turned a deaf ear to their protests. It
could not ignore the rumblings of revolution just over its bor-
der with Mexico, however. You will learn about this revolution
in Section 4.
▼ This cartoon
suggests that the
Roosevelt Corollary
turned the
Caribbean into a
U.S. wading pool.
SECTION
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• caudillo • Monroe Doctrine • Jose Marti • Spanish-American War • Panama Canal • Roosevelt Corollary
USING YOUR NOTES
MAIN IDEAS
2. Which event do you think was
3. Why did the gap between rich
most beneficial to Latin
and poor in Latin America grow
America? Why?
after independence?
4. What economic gains and
setbacks did Latin American
countries experience after
Vji
&
1
£
independence?
5. Why was the United States so
interested in the security of
Latin America?
CRITICAL THINKING & WRITING
6. ANALYZING MOTIVES Why do you think upper-class Latin
Americans favored governments run by caudillos?
7. FORMING OPINIONS Do you think that U.S. imperialism
was more beneficial or harmful to Latin American people?
Explain.
8. CONTRASTING How was the principle of the Roosevelt
Corollary different from that of the Monroe Doctrine?
9. WRITING ACTIVITY | REVOLUTION Assume the role of a
Cuban fighting for independence from Spain. Design a
political poster that shows your feelings about the United
States joining the struggle for independence.
CONNECT TO TODAY
CREATING A DATAFILE
Conduct research to find statistics on the ships and cargo that travel through the Panama
Canal. Use your findings to create a datafile for usage of the canal in a recent year.
Transformations Around the Globe 821
Turmoil and Change in Mexico
MAIN IDEA WHY IT MATTERS NOW | TER MS & NAMES j
REVOLUTION Political,
economic, and social
inequalities in Mexico triggered
a period of revolution and
reform.
Mexico has moved toward
political democracy and is a
strong economic force in the
Americas.
Antonio Lopez
de Santa Anna
Benito Juarez
La Reforma
Porfirio Diaz
Francisco
Madero
"Pancho" Villa
Emiliano
Zapata
SETTING THE STAGE The legacy of Spanish colonialism and long-term polit-
ical instability that plagued the newly emerging South American nations caused
problems for Mexico as well. Mexico, however, had a further issue to contend
with — a shared border with the United States. The “Colossus of the North,” as the
United States was known in Latin America, wanted to extend its territory all the
way west to the Pacific Ocean. But most of the lands in the American Southwest
belonged to Mexico.
TAKING NOTES
Comparing Use a chart
to compare the major
accomplishments of the
Mexican leaders
discussed in this section.
Leader
Major
AccoMpJ ishment
Santa Anna and the Mexican War
During the early 19th century, no one dominated Mexican political life more than
Antonio Lopez de Santa Anna . Santa Anna played a leading role in Mexico’s
fight for independence from Spain in 1821. In 1829, he fought against Spain
again as the European power tried to regain control of Mexico. Then, in 1833,
Santa Anna became Mexico’s president.
One of Latin America’s most powerful caudillos, Santa Anna was a clever
politician. He would support a measure one year and oppose it the next if he
thought that would keep him in power. His policy seemed to work. Between 1833
and 1855, Santa Anna was Mexico’s president four times. He gave up the presi-
dency twice, however, to serve Mexico in a more urgent cause — leading the
: . ’ & & ▼ Mexican leader
Mexican army m an effort to retain the territory of Texas.
The Texas Revolt In the 1820s, Mexico encouraged
American citizens to move to the Mexican territory (
Texas to help populate the country. Thousands of
English-speaking colonists, or Anglos, answered
the call. In return for inexpensive land, they
pledged to follow the laws of Mexico. As the
Anglo population grew, though, tensions devel-
oped between the colonists and Mexico over sev-
eral issues, including slavery and religion. As a
result, many Texas colonists wanted greater self-
government. But when Mexico refused to grant
this, Stephen Austin, a leading Anglo, encouraged a
revolt against Mexico in 1835.
Santa Anna
822 Chapter 28
◄ Santa Anna's
army met with
strong resistance
from the defenders
of the Alamo.
Santa Anna led Mexican forces north to try to hold on to the rebellious territory.
He won a few early battles, including a bitter fight at the Alamo, a mission in San
Antonio. However, his fortunes changed at the Battle of San Jacinto. His troops
were defeated and he was captured. Texan leader Sam Houston released Santa
Anna after he promised to respect the independence of Texas. When Santa Anna
returned to Mexico in 1836, he was quickly ousted from power.
War and the Fall of Santa Anna Santa Anna regained power, though, and fought
against the United States again. In 1845, the United States annexed Texas. Outraged
Mexicans considered this an act of aggression. In a dispute over the border, the
United States invaded Mexico. Santa Anna’s army fought valiantly, but U.S. troops
defeated them after two years of war. In 1848, the two nations signed the Treaty of
Guadalupe Hidalgo. The United States received the northern third of what was then
Mexico, including California and the American Southwest. Santa Anna went into
exile. He returned as dictator one final time, however, in 1853. After his final fall,
in 1855, he remained in exile for almost 20 years. When he returned to Mexico in
1 874, he was poor, blind, powerless, and essentially forgotten.
MAIN IDEA
Contrasting
A> In what ways
did Benito Juarez
differ from Santa
Anna?
Juarez and La Reforma
During the mid- 19th century, as Santa Anna’s power rose and fell, a liberal
reformer, Benito Juarez (HWAHR*ehz), strongly influenced the politics of
Mexico. Juarez was Santa Anna’s complete opposite in background as well as in
goals. Santa Anna came from a well-off Creole family. Juarez was a poor Zapotec
Indian who was orphaned at the age of three. While Santa Anna put his own per-
sonal power first, Juarez worked primarily to serve his country. Ay
Juarez Rises to Power Ancestry and racial background were important elements
of political power and economic success in 19th-century Mexico. For that reason,
the rise of Benito Juarez was clearly due to his personal leadership qualities. Juarez
was raised on a small farm in the Mexican state of Oaxaca. When he was 12, he
moved to the city of Oaxaca. He started going to school at age 15, and in 1829, he
entered a newly opened state-run university. He received a law degree in 1831.
Transformations Around the Globe 823
Analyzing Art
Juarez: Symbol of Mexican
Independence
In 1948, more than 75 years after Benito
Juarez's death, Mexican mural painter Jose
Clemente Orozco celebrated him in the fresco
Juarez , the Church and the Imperialists. A
portrait of Juarez, which accentuates his Indian
features, dominates the work. The supporters of
Emperor Maximilian, carrying his body, are
shown below Juarez. To either side of Juarez,
the soldiers of Mexican independence prepare
to attack these representatives of imperialism.
By constructing the fresco in this way, Orozco
seemed to suggest that Juarez was both a
symbol of hope and a rallying cry for Mexican
independence.
SKILLBUILDER: Interpreting Visual Sources
1. Contrasting How is Orozco's portrayal of the
imperialists different from his portrayal of the
forces of independence ?
2. Drawing Conclusions Based on this fresco , how
do you think Orozco felt about Benito Juarez?
§ -
/
!' 1 if
He then returned to the city of Oaxaca, where he opened a law office. Most of
his clients were poor people who could not otherwise have afforded legal assis-
tance. Juarez gained a reputation for honesty, integrity, hard work, and good judg-
ment. He was elected to the city legislature and then rose steadily in power.
Beginning in 1847, he served as governor of the state of Oaxaca.
Juarez Works for Reform Throughout the late 1840s and early 1850s, Juarez
worked to start a liberal reform movement. He called this movement La Reforma .
Its major goals were redistribution of land, separation of church and state, and
increased educational opportunities for the poor. In 1853, however, Santa Anna
sent Juarez and other leaders of La Reforma into exile.
Just two years later, a rebellion against Santa Anna brought down his govern-
ment. Juarez and other exiled liberal leaders returned to Mexico to deal with their
country’s tremendous problems. As in other Latin American nations, rich landown-
ers kept most other Mexicans in a cycle of debt and poverty. Liberal leader
Ponciano Arriaga described how these circumstances led to great problems for
both poor farmers and the government:
PRIMARY SOURCE fi/
There are Mexican landowners who occupy ... an extent of land greater than the areas of
some of our sovereign states, greater even than that of one of several European states. In
this vast area, much of which lies idle, deserted, abandoned . . . live four or five million
Mexicans who know no other industry than agriculture, yet are without land or the means
to work it, and who cannot emigrate in the hope of bettering their fortunes. . . . How can
a hungry, naked, miserable people practice popular government? How can we proclaim
the equal rights of men and leave the majority of the nation in [this condition]?
PONCIANO ARRIAGA, speech to the Constitutional Convention, 1856-1857
MAIN IDEA
Analyzing
Primary Sources
5/ What does
Ponciano Arriaga
think is Mexico's
greatest problem?
Not surprisingly, Arriaga’s ideas and those of the other liberals in government
threatened most conservative upper-class Mexicans. Many conservatives responded
824 Chapter 28
by launching a rebellion against the liberal government in 1858. They enjoyed some
early successes in battle and seized control of Mexico City. The liberals kept up the
fight from their headquarters in the city of Veracruz. Eventually the liberals gained
the upper hand and, after three years of bitter civil war, they defeated the rebels.
Juarez became president of the reunited country after his election in 1861.
The French Invade Mexico The end of the civil war did not bring an end to
Mexico’s troubles, though. Exiled conservatives plotted with some Europeans to
reconquer Mexico. In 1862, French ruler Napoleon III responded by sending a
large army to Mexico. Within 18 months, France had taken over the country.
Napoleon appointed Austrian Archduke Maximilian to rule Mexico as emperor.
Juarez and other Mexicans fought against French rule. After five years under siege,
the French decided that the struggle was too costly. In 1867, Napoleon ordered the
army to withdraw from Mexico. Maximilian was captured and executed.
Juarez was reelected president of Mexico in 1867. He returned to the reforms he
had proposed more than ten years earlier. He began rebuilding the country, which had
been shattered during years of war. He promoted trade with
foreign countries, the opening of new roads, the building of
railroads, and the establishment of a telegraph service. He set
up a national education system separate from that run by the
Catholic Church. In 1872, Juarez died of a heart attack. But
after half a century of civil strife and chaos, he left his coun-
try a legacy of relative peace, progress, and reform.
Porfirio Diaz and "Order
and Progress"
Juarez’s era of reform did not last long, however. In the mid-
1870s, a new caudillo, Porfirio Diaz , came to power. Like
Juarez, Diaz was an Indian from Oaxaca. He rose through the
army and became a noted general in the civil war and the fight
against the French. Diaz expected to be rewarded with a gov-
ernment position for the part he played in the French defeat.
Juarez refused his request, however. After this, Diaz opposed
Juarez. In 1876, Diaz took control of Mexico by ousting the
president. He had the support of the military, whose power had
been reduced during and after the Juarez years. Indians and
small landholders also supported him, because they thought
he would work for more radical land reform.
During the Diaz years, elections became meaningless.
Diaz offered land, power, or political favors to anyone who
supported him. He terrorized many who refused to support
him, ordering them to be beaten or put in jail. Using such
strong-arm methods, Diaz managed to remain in power
until 1911. Over the years, Diaz used a political slogan
adapted from a rallying cry of the Juarez era. Juarez had
called for “Liberty, Order, and Progress.” Diaz, however,
wanted merely “Order and Progress.”
Diaz’s use of dictatorial powers ensured that there was
order in Mexico. But the country saw progress under Diaz
too. Railroads expanded, banks were built, the currency sta-
bilized, and foreign investment grew. Mexico seemed to be
a stable, prospering country. Appearances were deceiving,
History Makers
Porfirio Diaz
1830-1915
To control all the various groups in
Mexican society, Porfirio Diaz adopted
an approach called pan o palo—
"bread or the club." The "bread" he
provided took many forms. To
potential political opponents, he
offered positions in his government. To
business leaders, he gave huge
subsidies or the chance to operate as
monopolies in Mexico. And he won
the support of the Church and wealthy
landowners simply by promising not
to meddle in their affairs. Those who
turned down the offer of bread and
continued to oppose Diaz soon felt
the blow of the club. Thousands were
killed, beaten, or thrown into jail.
His use of the club, Diaz admitted,
was harsh and cruel— but also
necessary if Mexico was to have
peace. That peace, Diaz argued,
enabled the country to progress
economically. "If there was cruelty," he
said, "results have justified it."
Transformations Around the Globe 825
however. The wealthy acquired more and more land, which they did not put to good
use. As a result, food costs rose steadily. Most Mexicans remained poor farmers
and workers, and they continued to grow poorer. 0
Revolution and Civil War
Recognizing
Effects
Cj What effects
did Diaz's rule have
on Mexico?
In the early 1900s, Mexicans from many walks of life began to protest Diaz’s harsh
rule. Idealistic liberals hungered for liberty. Farm laborers hungered for land.
Workers hungered for fairer wages and better working conditions. Even some of
Diaz’s handpicked political allies spoke out for reform. A variety of political par-
ties opposed to Diaz began to form. Among the most powerful was a party led by
Francisco Madero.
Madero Begins the Revolution Born into one of Mexico’s
ten richest families, Francisco Madero was educated in the
United States and France. He believed in democracy and
wanted to strengthen its hold in Mexico. Madero announced
his candidacy for president of Mexico early in 1910. Soon
afterward, Diaz had him arrested. From exile in the United
States, Madero called for an armed revolution against Diaz.
The Mexican Revolution began slowly. Leaders arose in
different parts of Mexico and gathered their own armies. In
the north, Francisco "Pancho" Villa became immensely
popular. He had a bold Robin Hood policy of taking money
from the rich and giving it to the poor. South of Mexico
City, another strong, popular leader, Emiliano Zapata ,
raised a powerful revolutionary army. Like Villa, Zapata
came from a poor family. He was determined to see that
land was returned to peasants and small farmers. He wanted
the laws reformed to protect their rights. “Tierra y
Libertad” (“Land and Liberty”) was his battle cry. Villa,
Zapata, and other armed revolutionaries won important vic-
tories against Diaz’s army. By the spring of 1911, Diaz
agreed to step down. He called for new elections.
Mexican Leaders Struggle for Power Madero was
elected president in November 1911. However, his policies
were seen as too liberal by some and not revolutionary
enough by others. Some of those who had supported
Madero, including Villa and Zapata, took up arms against
him. In 1913, realizing that he could not hold on to power,
Madero resigned. The military leader General Victoriano
Huerta then took over the presidency. Shortly after, Madero
was assassinated, probably on Huerta’s orders.
Huerta was unpopular with many people, including Villa
and Zapata. These revolutionary leaders allied themselves
with Venustiano Carranza, another politician who wanted to
overthrow Huerta. Their three armies advanced, seizing the
Mexican countryside from Huerta’s forces and approaching
the capital, Mexico City. They overthrew Huerta only 15
months after he took power.
Carranza took control of the government and then turned
his army on his former revolutionary allies. Both Villa and
Zapata continued to fight. In 1919, however, Carranza lured
History Makers
Emiliano Zapata 1879-1919
Shortly after Francisco Madero took
office, he met with Emiliano Zapata,
one of his leading supporters.
Madero's reluctance to quickly enact
real land reform angered Zapata. He
left the meeting convinced that
Madero was not the man to carry
through the Mexican Revolution.
A few days later, Zapata issued the
Plan of Ayala. This called for the
removal of Madero and the
appointment of a new president. The
plan also demanded that the large
landowners give up a third of their
land for redistribution to the peasants.
Zapata's rallying cry, "Land and
Liberty," grew out of the Plan of Ayala.
When Venustiano Carranza
ordered Zapata's assassination, he
expected Zapata's revolutionary ideas
on land reform to die with him.
However, they lived on and were
enacted by Alvaro Obregon, a
follower of Zapata, who seized power
from Carranza in 1920.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY Create a short
biographical dictionary of leaders of
the Mexican Revolution. Go to
classzone.com for your research.
826 Chapter 28
Reforms of Mexican Constitution of 1917
Land
Religion
Labor
| Social Issues
• Breakup of large
estates
• Restrictions on
foreign ownership
of land
• Government
control of
resources (oil)
• State takeover of land
owned by the Church
• Minimum wage
for workers
• Right to strike
• Institution of
labor unions
• Equal pay for
equal work
• Limited legal rights
for women
(spending money
and bringing
lawsuits)
SKILLBUILDER: Interpreting Charts
1 . Making Inferences Which reforms do you think landowners resented?
2 . Recognizing Effects Which reforms benefited workers?
Summarizing
What were
Obregon's accom-
plishments?
Zapata into a trap and murdered him. With Zapata’s death, the civil war also came
to an end. More than a million Mexicans had lost their lives.
The New Mexican Constitution Carranza began a revision of Mexico’s constitu-
tion. It was adopted in 1917. A revolutionary document, that constitution is still in
effect today. As shown in the chart above, it promoted education, land reforms, and
workers’ rights. Carranza did not support the final version of the constitution, how-
ever, and in 1920, he was overthrown by one of his generals, Alvaro Obregon.
Although Obregon seized power violently, he did not remain a dictator. Instead,
he supported the reforms the constitution called for, particularly land reform. He
also promoted public education. Mexican public schools taught a common lan-
guage — Spanish — and stressed nationalism. In this way, his policies helped unite
the various regions and peoples of the country. Nevertheless, Obregon was assas-
sinated in 1928. Qj
The next year, a new political party, the Institutional Revolutionary Party (PRI),
arose. Although the PRI did not tolerate opposition, it initiated an ongoing period
of peace and political stability in Mexico. While Mexico was struggling toward
peace, however, the rest of the world was on the brink of war.
1 SECTION (■ Uj ASSESSMENT
'\^P r
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Antonio Lopez de Santa Anna • Benito Juarez • La Reforma • Porfirio Diaz • Francisco Madero
j
"Pancho" Villa • Emiliano Zapata
USING YOUR NOTES
2. Which leader do you think
benefited Mexico most? Why?
L taudi&r
Major
AccoMplishmnL
MAIN IDEAS
3. In what ways was Santa Anna
a typical caudillo?
4. How did Porfirio Diaz change
the direction of government in
Mexico?
5. How were "Pancho" Villa and
Emiliano Zapata different from
other Mexican revolutionary
leaders?
CRITICAL THINKING & WRITING
6. MAKING INFERENCES Why might Benito Juarez's rise to
power be considered surprising?
7. ANALYZING CAUSES Why did Villa and Zapata turn
against Madero?
8. SUPPORTING OPINIONS The revision of Mexico's
constitution is considered revolutionary. Do you agree
with this characterization? Why or why not?
9. WRITING ACTIVITY | REVOLUTION Juarez's motto was
"Liberty, Order, and Progress." Diaz's slogan was "Order
and Progress." Write an expository essay explaining what
this difference in goals meant for the people of Mexico.
CONNECT TO TODAY
DESIGNING A CAMPAIGN POSTER
Conduct research on the Institutional Revolutionary Party (PRI) today, particularly its political
platform. Use your findings to design a campaign poster for the PRI in an upcoming election.
Transformations Around the Globe 827
Chapter |0 Assessment
TERMS & NAMES
For each term or name below, briefly explain its connection to
the changes in global power between 1800 and 1914.
1. Opium War 5. Monroe Doctrine
2 . Boxer Rebellion 6 . Spanish-American War
3. Meiji era 7. Benito Juarez
4. Russo-Japanese War 8. Porfirio Diaz
MAIN IDEAS
China Resists Outside Influence Section l (pages 805-809)
9. Why was China traditionally not interested in trading with
the West?
10. Although Guangxu's effort at reform failed, what changes
did it finally set in motion?
Modernization in Japan Section 2 (pages 810-815)
11 . What events caused Japan to end its isolation and begin
to westernize?
12. What were the results of Japan's growing imperialism at
the end of the 19th century?
U.S. Economic Imperialism Section 3 (pages 816-821)
13. How were Latin American caudillos able to achieve power
and hold on to it?
14. What effects did the Monroe Doctrine and the Roosevelt
Corollary have on Latin America?
Turmoil and Change in Mexico Section 4 (pages 822-827)
15. What were the major causes of tension between the
Mexicans and the American colonists who settled in Texas?
16. What roles did Francisco "Pancho" Villa and Emiliano
Zapata play in the Mexican Revolution?
CRITICAL THINKING
1. USING YOUR NOTES
On a time line, indicate the major events of Santa Anna's
military and political career in Mexico. Why do you think he
was able to remain in power for so long?
Fights for independence from Spain
l 1 1 \ 1
1820S
2. MAKING INFERENCES
Do you think that Emperor Guangxu would have been able to
put his reforms into practice if the Dowager Empress Cixi had
not intervened? Why or why not?
3. COMPARING
| CULTURAL INTERACTION [ How do Japan's efforts at
westernization in the late 1800s compare with Japan's cultural
borrowing of earlier times?
4. EVALUATING COURSES OF ACTION
I REVOLUTION] Consider what you have learned in this and
other chapters about Latin American colonial history and about
how countries undergo change. What are the pros and cons of
using both military strategies and peaceful political means to
improve a country's economic, social, and political conditions?
VISUAL SUMMARY
Transformations Around the Globe
Fails to prevent Britain from
pursuing illegal opium trade
Deals with internal unrest
during almost two decades
of Taiping Rebellion
* Attempts to build self-suffi-
ciency during 1860s in self
strengthening movement
* Violently opposes foreigners
in 1900 Boxer Rebellion
* Begins to establish constitu-
tional government in 1908
Signs 1854 Treaty of
Kanagawa, opening
Japanese ports to
foreign trade
• Modernizes based on
Western models during
Meiji era (1867-1912)
• Fights 1894 Sino-Japanese
War to control Korea
• Wages 1904 Russo-Japanese
War to control Manchuria
• Annexes Korea in 1910
Depends on exports to fuel
economy
• Receives much foreign
investment
• Gains U.S. military support in
1898 Spanish-American War
• Becomes crossroads of
world trade when U.S.
completes Panama Canal
in 1914
Fights to hold Texas territory
from U.S. colonialism
(1835-1845)
• Tries to establish a national
identity in the early 1850s
under Benito Juarez's La
Reformo
• Overcomes French
occupation in 1867
• Stages the Mexican
Revolution in 1910
828 Chapter 28
y
> STANDARDS-BASED ASSESSMENT
Use the excerpt— which deals with changes made during
the Meiji era in Japan— and your knowledge of world
history to answer questions 1 and 2.
Additional Test Practice, pp. S1-S33
PRIMARY SOURCE
In the second and third years of Meiji, the demand for
foreign goods remarkably increased. Those who formerly
looked upon them with contempt changed their minds
and even dressed in foreign clothes. Our males adopted
the European style. They put on fine tall hats instead of
wearing large [queues] on their heads, and took to carrying
sticks after discarding their swords. They dressed in coats
of the English fashion and trousers of the American. They
would only eat from tables and nothing would satisfy them
but French cookery.
Tokyo Times , 1877
1. According to the excerpt, what happened in the second and
third years of Meiji?
A. The Japanese ate only English food.
B. The Japanese wore only Japanese clothes.
C. The demand for foreign goods increased.
D. The demand for Japanese goods decreased.
2 . Which statement best sums up the way the writer feels about
the Japanese adoption of foreign ways?
A. The writer expresses no opinion of the matter.
B. The writer chooses to reserve judgment until a later date.
C. The writer feels that it is a good thing for Japan.
D. The writer feels that it is a bad thing for Japan.
Use the graph and your knowledge of world history to
answer question 3.
3. In which year did tolls collected on the Panama Canal first
exceed $6 million?
A. 1917 C. 1919
B. 1918 D. 1920
INTEGRATED TECHNOLOGY
TEST PRACTICE Go to classzone.com
• Diagnostic tests • Strategies
• Tutorials • Additional practice
ALTERNATIVE ASSESSMENT
1. Interact with History
On page 804, you considered whether you would seek out or
resist foreign influence. Now that you have learned how several
countries dealt with foreign influence and what the results were,
would you change your recommendation? Discuss your ideas in
a small group.
2. WRITING ABOUT HISTORY
| EMPIRE BUILDING | Write a dialogue that might have taken
place between a conservative member of the Dowager Empress
Cixi's court and an official in Emperor Mutsuhito's Meiji
government. In the dialogue, have the characters discuss
• the kinds of foreign intervention their countries faced
• the actions their leaders took to deal with this foreign
intervention
INTEGRATED TECHNOLOGY
Planning a Television News Special
On May 5, 1862, badly outnumbered Mexican forces
defeated the French at the Battle of Puebla. Mexicans still
celebrate their country's triumph on the holiday Cinco de
Mayo. Working in a group with two other students, plan a
television news special on how Cinco de Mayo is celebrated
by Mexicans today. Focus on celebrations in Mexico or in
Mexican communities in cities in the United States. Consider
including
• information on the Battle of Puebla
• an explanation of how and why Cinco de Mayo became a
national holiday
• images of any special activities or traditions that have
become part of the celebration
• interviews with participants discussing how they feel about
Cinco de Mayo
Transformations Around the Globe 829
g Comparing & Contrasting Scientific and Technological Changes
A Period of Change
The period from 1700 to 1914 was a time of tremendous
scientific and technological change. The great number of
discoveries and inventions in Europe and the United States
promoted economic, social, and cultural changes. Use the
information on these six pages to study the impact of
scientific and technological changes.
A Steamboat
Robert Fulton held the first
A Spinning Jenny
Theory of Atoms
steamboat run. One advan-
Using James Hargreaves's invention, a
John Dalton theorized that atoms are
tage of a steamboat was
spinner could turn several spindles with one
the basic parts of elements and that
that it could travel against
wheel and produce many threads. Machine-
each type of atom has a specific
a river's current. These
made thread was weak, so it was used only
weight. He was one of the founders
boats soon began to travel
for the horizontal threads of fabric.
of atomic chemistry.
rivers around the world.
1803 1307
i I
Flying Shuttle
A shuttle is a holder that carries
horizontal threads back and forth
between the vertical threads in
weaving. John Kay's mechanical
flying shuttle enabled one weaver
to do the work of two.
Power Loom
Edmund Cartwright created
the first water-powered
loom. Others later
improved on the speed and
efficiency of looms and the
quality of the fabrics.
T Steam Locomotive
In 1 830, the first steam locomotive was put
into operation in the United States. Besides
passengers, locomotives could rapidly
transport tons of raw materials from mines
to factories, and manufactured goods from
factories to consumers and ports.
Panama Canal
The Panama Canal shortened trips
between the Atlantic and Pacific
oceans by thousands of miles
since ships no longer had to go
around South America.
◄ Radioactivity
Marie Curie won the Nobel prize in
chemistry for her (and her late
husband's) discovery of the elements
polonium and radium. Their work
paved the way for later discoveries in
nuclear physics and chemistry.
Antiseptics
Joseph Lister pioneered the use of
carbolic acid to kill bacteria in operating
rooms and later directly in wounds. The
rate of death by infection after surgery
dropped from about 50 to 15 percent.
Radio
Guglielmo Marconi's radio sent Morse code
messages by electromagnetic waves that
traveled through the air. It enabled rapid
communication between distant places.
1865
1876
1879
1895
1903 1988 T911 1914
1
1
* 5 ® fS* I 1
T Telephone
Alexander Graham Bell produced the first instrument that
successfully carried the sounds of speech over electric
wires. The telephone's design underwent a number of
changes in its early years.
Light Bulb
The light bulb that
Thomas A. Edison and
his staff made was
first used in
businesses and
public buildings that
installed small lighting
plants. Cities slowly
built the electrical
systems needed to
power lights.
Airplane
The Wright brothers built
the first machine-
powered aircraft, which
burned gasoline. The
edge of the wing was
adjusted during flight
to steer.
Model T Ford
By using a moving
assembly line, Henry
Ford produced an
automobile that
working people
could afford to buy.
Comparing &
Contrasting
1. How were the steamboat and the
locomotive similar in their impact?
2. How did the scientific theory of John
Dalton differ from Joseph Lister's
discovery in terms of its impact on
daily life?
Impact of Technological Change
Use the charts below, and the documents and photograph on the next page, to learn about
some of the great changes technology produced.
Technological Change
Industrialization
► Productivity increased, which led to
an economic boom.
► Cheaper goods became available.
► A middle class emerged.
► Industries searched for overseas
resources and markets,
encouraging imperialism.
► Colonial economies were shaped to
benefit Europe.
• Cities grew at a rapid pace.
• Poor working and living conditions
led to social unrest.
• Diseases spread in slums.
• Unions formed to protect workers.
• Laws were passed to improve
working conditions.
• Immigration to North America
increased.
Inventions/Progress
► Businesses needed engineers,
professionals, and clerical workers,
so education was emphasized.
* The spread of public education
increased literacy.
* The publishing industry grew;
book and magazine sales
boomed.
► Reform movements arose in
response to unfair conditions.
• Large machines led to the
development of factories.
• Steamboats, canals, paved roads,
and railroads opened travel to the
interior of continents and reduced
transportation costs.
• Investors formed corporations
to undertake large projects.
• Superior arms and transport
helped Europeans colonize.
• Inventions such as the
telephone and electric light
helped business grow.
* Steamboats and railroads made
travel cheaper and easier.
* The telegraph, telephone, and radio
aided communication.
* Convenience products like canned
food and ready-made clothes made
daily life easier.
* The assembly line made products
like cars affordable for many.
* Fewer workers were needed to
produce the same amount of
goods. Some workers lost jobs.
People placed increasing
emphasis on making homes more
comfortable and convenient.
Improvements in one aspect of
agriculture and manufacturing
promoted the creation of new
inventions to improve other
aspects.
Mass culture grew through the
availability of phonographs and
movies, and an increase in
leisure time.
SKILLBUILDER: Interpreting Charts
1 . Synthesizing How might limiting working hours for children promote literacy?
2. Analyzing Motives Why would Europeans build transportation and communication
networks in their colonies?
832 Unit 6 Comparing & Contrasting
PRIMARY SOURCE
Child Workers in Textile Factory
Many jobs did not require skilled workers, so children were
hired to do them because they could be paid lower wages than
adults. Some industries also hired children because their small
fingers could fit between the machinery or handle fine parts
more easily than adult fingers could.
DOCUMENT-BASED QUESTION
Judging by the children's appearance , how generous were the
wages they received? Explain your answer.
SECONDARY SOURCE
INTERACTIVE
How Technology Aided
Imperialism
In this excerpt from the book Guns,
Germs, and Steel, Jared Diamond
related an incident to show how
technology helped Europeans conquer
other lands.
In 1808 a British sailor named Charlie
Savage equipped with muskets and
excellent aim arrived in the Fiji Islands.
[He] proceeded single-handedly to
upset Fiji's balance of power. Among
his many exploits, he paddled his
canoe up a river to the Fijian village of
Kasavu, halted less than a pistol shot's
length from the village fence, and fired
away at the undefended inhabitants.
His victims were so numerous that . . .
the stream beside the village was red
with blood. Such examples of the
power of guns against native peoples
lacking guns could be multiplied
indefinitely.
PRIMARY SOURCE
INTERACTIVE
Impact of the Telephone
In this excerpt from “Thirty Years of the Telephone,” published
in September 1906, John Vaughn discussed how Bell’s invention
affected life in the United States.
Various industries, unknown thirty years ago, but now sources of
employment to many thousands of workers, depend entirely on
the telephone for support. . . . The Bell Companies employ over
87,000 persons, and it may be added, pay them well. . . . These
figures may be supplemented by the number of telephones in use
(5,698,000), by the number of miles of wire (6,043,000) in the
Bell lines, and by the number of conversations (4,479,500,000)
electrically conveyed in 1905. The network of wire connects more
than 33,000 cities, towns, villages, and hamlets.
DOCUMENT-BASED QUESTION
What were some of the effects of the invention of the telephone?
DOCUMENT-BASED QUESTION
How did guns give Europeans an
advantage over native peoples?
Comparing &;
Contrasting
1. Reread the passage by John Vaughn
and then compare it with the
information on the chart. What could
you add to the chart based on this
passage?
2. Does the photograph of factory
workers confirm or contradict the
information on the chart? Explain.
4
833
Impact of Scientific Change
Many scientific discoveries resulted in practical applications that affected daily life.
Other discoveries increased our understanding of the way the universe works. Use
the information on these two pages to explore the impact of scientific change.
Scientific Change
Economic Change
• Discovery of quinine as a malaria
treatment helped people colonize
tropical areas.
• Control of diseases like yellow
fever and bubonic plague enabled
the Panama Canal to be built.
• More accurate clocks and new
astronomical discoveries led
to safer navigation, which
improved shipping.
• Study of electricity and
magnetism led to the invention
of the dynamo and motor, which
aided industry.
Social Change
• Vulcanized rubber was used for
raincoats and car tires.
• Discoveries about air, gases, and
temperature resulted in better
weather forecasting.
• Vaccines and treatments were
found for illnesses like diphtheria
and heart disease; X-rays and
other new medical techniques
were developed.
• Plumbing and sewers improved
sanitation and public health.
• Psychiatry improved the treatment
of mental illness.
Culture Change
• Many scientific and technical
schools were founded;
governments began funding
scientific research.
• Psychological discoveries began
to be applied to the social
sciences, such as sociology
and anthropology.
• Some painters and writers created
work that reflected the new
psychological ideas.
• Social Darwinism, the idea that
some people were more "fit" than
others, was used to justify racism.
SKILLBUILDER: Interpreting Charts
1 . Drawing Conclusions How do you think such advances in public health as vaccinations
and sanitation services affected the lives of ordinary people?
2. Analyzing Bias Who would be more likely to accept the idea of social Darwinism-
a European colonizer or an African in a colony? Why?
PRIMARY SOURCE
Chloroform Machine
The person with the mask is receiving
the anesthetic chloroform. By
removing pain, anesthetics enabled
doctors to perform procedures — such
as surgery — that would have been
difficult for the patient to endure.
DOCUMENT-BASED QUESTION
How did practical inventions , like the
chloroform machine , contribute to
medicine and other sciences?
834 Unit 6 Comparing & Contrasting
PRIMARY SOURCE
3
INTERACTIVE
Impact of Scientific Research
This passage from The Birth of the Modern by Paul Johnson
discusses the far-reaching results of Michael Faraday’s
experiments with electromagnetism in the 1820 s.
[By 1831, Faraday] had not only the first electric motor, but, in
essence, the first dynamo: He could generate power. . . . What
was remarkable about his work between 1820 and 1831 was
that by showing exactly how mechanical
could be transformed into electrical power,
he made the jump between theoretical
research and its practical application a
comparatively narrow one. The electrical
industry was the direct result of his work, and
its first product, the electric telegraph, was
soon in use. The idea of cause and effect was
of great importance, for both industry and
governments now began to appreciate
the value of fundamental research and
to finance it.
DOCUMENT-BASED QUESTION
How did Faraday's work affect society
in the long term?
Comparing & Contrasting
1. In your opinion, was there more economic progress or social
progress during the period 1700 to 1914? Use information from
the charts on pages 832 and 834 to support your answer.
2 . Consider the impact of medical advances and the idea of Social
Darwinism on imperialism. How were their impacts alike?
EXTENSION ACTIVITY
Research a more recent scientific or technological change, such as
the development of computer chips, plastics, the Internet, or
space travel. Make a chart like the one shown on page 834 listing
the economic, social, and cultural changes that have resulted.
Smallpox Vaccination
This newspaper engraving
shows a Board of Health
doctor administering the
smallpox vaccine to poor
people at a police station in
New York City.
DOCUMENT-BASED
QUESTION
Why would public health
officials especially want
to carry out vaccination
programs in poor
neighborhoods?
if at War
1900-1945
VWtP^* - ^Bf \ \VWl ff^tLl V * ^ y ay ■• 1 - D
D
i m
^sr M \:ml : -' ■]
lirJ
;
1 , ,‘JK^wr^n
>1M
'irfinW
ilL^rf!
&
m
LtJ'/ £ i %i^ * v ■
ft;
* Sfifc wmv&tfiggj ij
<,, . ;
j>, i- • 'AVF,- ‘lit,’ k i^'f
**\- ' • ,V2# / /«57iy
Mi,- jfij B H Mw
m
Mfc-Vi^WT?
ffa , ^.t:S*>3W' M
41 ?
Vc. <1
MK? t
'«f
fill?
I fM
■ Comparing & Contrasting
The Changing Nature of Warfare
In Unit 1, you will learn about the changing nature of warfare in the
20th century. At the end of the unit, you will have a chance to
compare and contrast different aspects of the wars you studied.
(See pages 954-959.)
u
h
CHAPTER
29
The Great War, 1914-1918
Previewing Main Ideas
] SCIENCE AND TECHNOLOGY! Advances in weaponry, from improvements
to the machine gun and airplane, to the invention of the tank, led to mass
devastation during World War I.
Geography Which Allied nation could the Central Powers invade only by
airplane?
I ECONOMICS | The war affected many European economies. Desperate for
resources, the warring governments converted many industries to munitions
factories. They also took greater control of the production of goods.
Geography According to the map , why might Russia have struggled to
obtain resources from its allies?
I POWER AND AUTHORITY The quest among European nations for greater
power played a role in causing World War I. By the turn of the 20th century,
relations among these countries had grown increasingly tense.
Geography Which alliance may have had the greater challenge , given the
geography of the conflict? Why?
INTEGRATED TECHNOLOGY
1
eEdition r \
|i INTERNET RESOURCES
• Interactive Maps
Go to classzone.com for:
• Interactive Visuals
• Research Links
• Maps
• Interactive Primary Sources
• Internet Activities
• Test Practice
• Primary Sources
• Chapter Quiz
• Current Events
EUROPE
1914
World War I begins as Austria
declares war on Serbia.
WORLD
1914
U.S-built Panama Canal
opens for operation.
1915
< A World War I soldier readies
for battle on the Western Front
May 1915
< German forces sink the
British ship Lusitania.
838
(St. Petersburg)
□ Central Powers
HU Allied Powers
T I Na I ions neutral
Or not yal aligned
Ireland
Great
Britain
ATLANTIC
OCEAN
GERMANY
AUSTRIA-HUNGARY
f ROMANIA
Bucharest ---
Bosnia
and
Black
BULGARIA Sea
SPAIN
Conic Projection
1917
U.S. war poster
encourages enlistment
as America enters war. ►
1916
French and Germans
engage in battle at Verdun.
1918
Armistice signed as Allies
defeat Central Powers.
I WAWT YOU
FOR U S. ARMY
1916
U.S. President Woodrow
Wilson wins reelectkm ►
1917
Communists seize
power in Russian
Revolution.
1918
◄ U.S. worker guards
against deadly flu that
kills millions worldwide.
Europe, 1914
Interact
with
History
Should you always
support an ally ?
World War I has begun. You are the leader of a European country and must
decide what to do. Your nation is one of several that have agreed to support
each other in the event of war. Some of your allies already have joined the fight.
You oppose the thought of war and fear that joining will lead to even more lives
lost. Yet, you believe in being loyal to your allies. You also worry that your
rivals want to conquer all of Europe — and if you don’t join the war now, your
country may end up having to defend itself.
▲ A World War I poster urges nations to come to the aid of Serbia.
EXAMINING the ISSUES
• Should you always support a friend, no matter what he or
she does?
• What might be the long-term consequences of refusing to
help an ally?
As a class, discuss these questions. In your discussion, consider the
various reasons countries go to war. As you read about World War I
in this chapter, see what factors influenced the decisions of each
nation.
840 Chapter 29
Marching Toward War
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
POWER AND AUTHORITY In
Europe, military buildup,
nationalistic feelings, and rival
alliances set the stage for a
continental war.
Ethnic conflict in the Balkan
region, which helped start the
war, continued to erupt in that
area in the 1990s.
militarism
Triple
Alliance
Kaiser
Wilhelm II
Triple
Entente
SETTING THE STAGE At the turn of the 20th century, the nations of Europe
had been largely at peace with one another for nearly 30 years. This was no acci-
dent. Efforts to outlaw war and achieve a permanent peace had been gaining
momentum in Europe since the middle of the 19th century. By 1900, hundreds
of peace organizations were active. In addition, peace congresses convened reg-
ularly between 1843 and 1907. Some Europeans believed that progress had made
war a thing of the past. Yet in a little more than a decade, a massive war would
engulf Europe and spread across the globe.
Rising Tensions in Europe
While peace and harmony characterized much of Europe at the beginning of the
1900s, there were less visible — and darker — forces at work as well. Below the
surface of peace and goodwill, Europe witnessed several gradual developments
that would ultimately help propel the continent into war.
The Rise of Nationalism One such development was the growth of national-
ism, or a deep devotion to one’s nation. Nationalism can serve as a unifying force
within a country. However, it also can cause intense competition among nations,
with each seeking to overpower the other. By the turn of the 20th century, a fierce
rivalry indeed had developed among Europe’s Great Powers. Those nations were
Germany, Austria-Hungary, Great Britain, Russia, Italy, and France.
This increasing rivalry among European nations stemmed from several
sources. Competition for materials and markets was one. Territorial disputes
were another. France, for example, had never gotten over the loss of Alsace-
Lorraine to Germany in the Franco-Prussian War (1870). Austria-Hungary and
Russia both tried to dominate in the Balkans, a region in southeast Europe.
Within the Balkans, the intense nationalism of Serbs, Bulgarians, Romanians,
and other ethnic groups led to demands for independence.
Imperialism and Militarism Another force that helped set the stage for war in
Europe was imperialism. As Chapter 27 explained, the nations of Europe com-
peted fiercely for colonies in Africa and Asia. The quest for colonies sometimes
pushed European nations to the brink of war. As European countries continued
to compete for overseas empires, their sense of rivalry and mistrust of one
another deepened.
TAKING NOTES
Summarizing Create a
time line of major events
that led to the start of
World War I.
The Great War 841
Yet another troubling development throughout the early years of the 20th century
was the rise of a dangerous European arms race. The nations of Europe believed
that to be truly great, they needed to have a powerful military. By 1914, all the
Great Powers except Britain had large standing armies. In addition, military
experts stressed the importance of being able to quickly mobilize, or organize and
move troops in case of a war. Generals in each country developed highly detailed
plans for such a mobilization.
The policy of glorifying military power and keeping an army prepared for war
was known as mili tarism . Having a large and strong standing army made citizens
feel patriotic. However, it also frightened some people. As early as 1895, Frederic
Passy, a prominent peace activist, expressed a concern that many shared:
PRIMARY SOURCE
The entire able-bodied population are preparing to massacre one another; though no
one, it is true, wants to attack, and everybody protests his love of peace and
determination to maintain it, yet the whole world feels that it only requires some
unforeseen incident, some unpreventable accident, for the spark to fall in a flash . . .
and blow all Europe sky-high.
FREDERIC PASSY, quoted in Nobel: The Man and His Prizes
Kaiser Wilhelm II
1859-1941
Wilhelm II was related to the leaders
of two nations he eventually would
engage in war. Wilhelm, George V of
Great Britain, and Nicholas II of
Russia were all cousins.
The kaiser thought a great deal of
himself and his place in history.
Once, when a doctor told him he
had a small cold, Wilhelm reportedly
responded, "No, it is a big cold.
Everything about me must be big."
He also could be sly and deceitful.
After forcing the popular Bismarck to
resign, Wilhelm pretended to be
upset. Most people, however,
including Bismarck, were not fooled.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on
Wilhelm II, go to classzone.com
^ - _
Tangled Alliances
Growing rivalries and mutual mistrust had led to the creation
of several military alliances among the Great Powers as
early as the 1870s. This alliance system had been designed
to keep peace in Europe. But it would instead help push the
continent into war.
Bismarck Forges Early Pacts Between 1864 and 1871,
Prussia’s blood-and-iron chancellor, Otto von Bismarck,
freely used war to unify Germany. After 1871, however,
Bismarck declared Germany to be a “satisfied power.” He
then turned his energies to maintaining peace in Europe.
Bismarck saw France as the greatest threat to peace. He
believed that France still wanted revenge for its defeat in the
Franco-Prussian War. Bismarck’s first goal, therefore, was
to isolate France. “As long as it is without allies,” Bismarck
stressed, “France poses no danger to us.” In 1879, Bismarck
formed the Dual Alliance between Germany and Austria-
Hungary. Three years later, Italy joined the two countries,
forming the Triple Alliance . In 1881, Bismarck took yet
another possible ally away from France by making a treaty
with Russia.
Shifting Alliances Threaten Peace In 1890, Germany’s
foreign policy changed dramatically. That year, Kaiser
Wilhelm II — who two years earlier had become ruler of
Germany — forced Bismarck to resign. A proud and stub-
born man, Wilhelm II did not wish to share power with any-
one. Besides wanting to assert his own power, the new
kaiser was eager to show the world just how mighty
Germany had become. The army was his greatest pride. “I
and the army were born for one another,” Wilhelm declared
shortly after taking power.
842 Chapter 29
Wilhelm let his nation’s treaty with Russia lapse in 1890. Russia responded by
forming a defensive military alliance with France in 1892 and 1894. Such an
alliance had been Bismarck’s fear. War with either Russia or France would make
Germany the enemy of both. Germany would then be forced to fight a two-front
war, or a war on both its eastern and western borders.
Next, Wilhelm began a tremendous shipbuilding program in an effort to make
the German navy equal to that of the mighty British fleet. Alarmed, Great Britain
formed an entente, or alliance, with France. In 1907, Britain made another entente,
this time with both France and Russia. The Triple Entente , as it was called, did
not bind Britain to fight with France and Russia. However, it did almost certainly
ensure that Britain would not fight against them.
By 1907, two rival camps existed in Europe. On one side was the Triple
Alliance — Germany, Austria-Hungary, and Italy. On the other side was the Triple
Entente — Great Britain, France, and Russia. A dispute between two rival powers
could draw all the nations of Europe into war.
MAIN IDEA
Analyzing Issues
A^What were the
reasons for the hos-
tility between
Austria-Hungary
and Serbia?
Crisis in the Balkans
Nowhere was that dispute more likely to occur than on the Balkan Peninsula. This
mountainous peninsula in the southeastern corner of Europe was home to an
assortment of ethnic groups. With a long history of nationalist uprisings and eth-
nic clashes, the Balkans was known as the “powder keg” of Europe.
GERMANY
^ Slavic groups
AUSTRO-HUNGARIA
EMPIRE
BULGARIA
ITALY
MONTEI
Constantinople
OTTOMAN EMPIRE
A Restless Region By the early 1900s, the Ottoman Empire, which included the
Balkan region, was in rapid decline. While some Balkan groups struggled to
free themselves from the Ottoman Turks, others already had succeeded in
breaking away from their Turkish rulers. These peoples had formed new nations,
including Bulgaria, Greece, Montenegro,
Romania, and Serbia.
Nationalism was a powerful force in
these countries. Each group longed to
extend its borders. Serbia, for example,
had a large Slavic population. It hoped to
absorb all the Slavs on the Balkan
Peninsula. Russia, itself a mostly Slavic
nation, supported Serbian nationalism.
However, Serbia’s powerful northern
neighbor, Austria-Hungary, opposed such
an effort. Austria feared that efforts to cre-
ate a Slavic state would stir rebellion
among its Slavic population.
In 1908, Austria annexed, or took over,
Bosnia and Herzegovina. These were two
Balkan areas with large Slavic popula-
tions. Serbian leaders, who had sought to
rule these provinces, were outraged. In the
years that followed, tensions between
Serbia and Austria steadily rose. The
Serbs continually vowed to take Bosnia
and Herzegovina away from Austria. In
response, Austria-Hungary vowed to
crush any Serbian effort to undermine its
authority in the Balkans. &
The Balkan
Peninsula, 1914
Black Sea
Mediterranean
Sea
GEOGRAPHY SKILLBUILDER: Interpreting Maps^
1 . Place What region of the Austro-Hungarian Empire was
located along the Adriatic Sea?
2. Location Based on the map >, why might Serbia have
staked a claim to Bosnia and Herzegovina?
History '/Depth
The Armenian Massacre
One group in
southeastern
Europe that
suffered
greatly for its
independence
efforts was the
Armenians. By
the 1880s, the roughly 2.5 million
Armenians in the Ottoman Empire had
begun to demand their freedom. As a
result, relations between the group
and its Turkish rulers grew strained.
Throughout the 1890s, Turkish
troops killed tens of thousands of
Armenians. When World War I
erupted in 1914, the Armenians
pledged their support to the Turks'
enemies. In response, the Turkish
government deported nearly 2
million Armenians. Along the way,
more than 600,000 died of starvation
or were killed by Turkish soldiers.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY Create a chart or
graphic about any aspect of modern
Armenian culture. Go to classzone.com
for your research.
Ca Uc RUSSIA
Black Q s t* Caspian
Sea GEORGIA ^ *
ARMENIA
TURKEY
AZER
,
AZER.
IRAN
SYRIA
IRAQ
A Shot Rings Throughout Europe Into this poisoned
atmosphere of mutual dislike and mistrust stepped the heir
to the Austro-Hungarian throne, Archduke Franz Ferdinand,
and his wife, Sophie. On June 28, 1914, the couple paid a
state visit to Sarajevo, the capital of Bosnia. It would be
their last. The royal pair was shot at point-blank range as
they rode through the streets of Sarajevo in an open car. The
killer was Gavrilo Princip, a 19-year-old Serbian and mem-
ber of the Black Hand. The Black Hand was a secret society
committed to ridding Bosnia of Austrian rule.
Because the assassin was a Serbian, Austria decided to
use the murders as an excuse to punish Serbia. On July 23,
Austria presented Serbia with an ultimatum containing
numerous demands. Serbia knew that refusing the ultimatum
would lead to war against the more powerful Austria. There-
fore, Serbian leaders agreed to most of Austria’s demands.
They offered to have several others settled by an interna-
tional conference.
Austria, however, was in no mood to negotiate. The
nation’s leaders, it seemed, had already settled on war. On
July 28, Austria rejected Serbia’s offer and declared war. That
same day, Russia, an ally of Serbia with its largely Slavic pop-
ulation, took action. Russian leaders ordered the mobilization
of troops toward the Austrian border.
Leaders all over Europe suddenly took notice. The frag-
ile European stability seemed ready to collapse into armed
conflict. The British foreign minister, the Italian govern-
ment, and even Kaiser Wilhelm himself urged Austria and
Russia to negotiate. But it was too late. The machinery of
war had been set in motion.
Vocabulary
An ultimatum
is a list of demands
that, if not met, will
lead to serious
consequences.
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• militarism • Triple Alliance • Kaiser Wilhelm II • Triple Entente
USING YOUR NOTES
2 . Which event do you consider
most significant? Why?
MAIN IDEAS
3. What were the three forces at
work in Europe that helped set
the stage for war?
CRITICAL THINKING & WRITING
6. ANALYZING CAUSES Which of the forces at work in
Europe played the greatest role in helping to prompt the
outbreak of war?
CONNECT TO TODAY
4. Who were the members of the
Triple Alliance? the Triple
Entente?
5. What single event set in motion
the start of World War I?
CREATING A TIME LINE
7. ANALYZING ISSUES Was the description of the Balkans as
the "powder keg" of Europe justified? Explain.
8. FORMING AND SUPPORTING OPINIONS Do you think
World War I was avoidable? Use information from the text
to support your answer.
9. WRITING ACTIVITY | POWER AND AUTHORITY! Write a brief
letter to the editor of a European newspaper expressing
what your views might have been about the coming war.
Working with a partner, use the library and other resources to create a time line of key events
in the Balkans from 1914 until today. Limit your time line to the six to eight events you
consider most significant.
844 Chapter 29
Europe Plunges into War
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
SCIENCE AND TECHNOLOGY
Much of the technology of
• Central
• Schlieffen
One European nation after
modern warfare, such as fighter
Powers
Plan
another was drawn into a large
planes and tanks, was
• Allies
• trench
and industrialized war that
introduced in World War 1.
• Western
warfare
resulted in many casualties.
Front
• Eastern
Front
SETTING THE STAGE By 1914, Europe was divided into two rival camps.
One alliance, the Triple Entente, included Great Britain, France, and Russia. The
other, known as the Triple Alliance, included Germany, Austria-Hungary, and
Italy. Austria-Hungary’s declaration of war against Serbia set off a chain reaction
within the alliance system. The countries of Europe followed through on their
pledges to support one another. As a result, nearly all of Europe soon joined what
would be the largest, most destructive war the world had yet seen.
The Great War Begins
In response to Austria’s declaration of war, Russia, Serbia’s ally, began moving
its army toward the Russian- Austrian border. Expecting Germany to join Austria,
Russia also mobilized along the German border. To Germany, Russia’s mobi-
lization amounted to a declaration of war. On August 1, the German government
declared war on Russia.
Russia looked to its ally France for help. Germany, however, did not even wait
for France to react. Two days after declaring war on Russia, Germany also
declared war on France. Soon afterward, Great Britain declared war on Germany.
Much of Europe was now locked in battle.
Nations Take Sides By mid- August 1914, the battle lines were clearly drawn.
On one side were Germany and Austria-Hungary. They were known as the
Central Powers because of their location in the heart of Europe. Bulgaria and
the Ottoman Empire would later join the Central Powers in the hopes of regain-
ing lost territories.
On the other side were Great Britain, France, and Russia. Together, they were
known as the Allied Powers or the Allies . Japan joined the Allies within weeks.
Italy joined later. Italy had been a member of the Triple Alliance with Germany
and Austria-Hungary. However, the Italians joined the other side after accusing
their former partners of unjustly starting the war.
In the late summer of 1914, millions of soldiers marched happily off to battle,
convinced that the war would be short. Only a few people foresaw the horror
ahead. One of them was Britain’s foreign minister, Sir Edward Grey. Staring out
over London at nightfall, Grey said sadly to a friend, “The lamps are going out
all over Europe. We shall not see them lit again in our lifetime.”
TAKING NOTES
Outlining Use an outline
to organize main ideas
and details.
I. The (breed War
begins
A.
b
JJ. A bloody StaJ emote
The Great War 845
SWEDEN
□ Allied countries
□ Central Powers
□ Neutral countries
Central Powers advance
Allied advance
Farthest Central Powers
advance
— Farthest Allied advance
O Masurian Lakes,
Sep. 1914
EAST PRUSSIA^
Tannenberg,
Aug. 19^ ^
Berlin /
' Lode,
, V. Nov. 191B
• Central Powers victory
^ Allied victory
— Armistice Line, Nov. 1918
Ypres, Nov. 1914^" . ' . ' , „
Somme. July 1916 _*jJ LGIUM (%
Amiens, Aug. 1918 — _
1st Marne, Sept. 1914
2nd Marne, July 1918 Verdun,
ATLANTIC « Feb. 1916 |
OCEAN % SW|TZ
FRANCE
Milan.
Limanowa,
Dec. 1914
Kerensky Offensive,
July 1917
GaliciaS
May 1915
Czernowitz,
June 1916
Vienna'
Caporetto,
Oct. 1917
BULGARIA
ITALY
OTTOMAN EMPIRE
800 Kilometers
World War I in Europe, 1914-1918
jmm INTERACTIVE
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Location In which country was almost all of the war in the West fought?
2. Location What geographic disadvantage did Germany and Austria-Hungary face in fighting
the war? How might this have affected their war strategy?
A Bloody Stalemate
It did not take long for Sir Edward Grey’s prediction to ring true. As the summer
of 1914 turned to fall, the war turned into a long and bloody stalemate, or dead-
lock, along the battlefields of France. This deadlocked region in northern France
became known as the Western Front .
The Conflict Grinds Along Facing a war on two fronts, Germany had developed
a battle strategy known as the Schlieffen Plan , named after its designer, General
Alfred Graf von Schlieffen (SHLEE*fuhn). The plan called for attacking and
defeating France in the west and then rushing east to fight Russia. The Germans
felt they could carry out such a plan because Russia lagged behind the rest of
Europe in its railroad system and thus would take longer to supply its front lines.
Nonetheless, speed was vital to the Schlieffen Plan. German leaders knew they
needed to win a quick victory over France.
Early on, it appeared that Germany would do just that. By early September,
German forces had swept into France and reached the outskirts of Paris. A major
German victory appeared just days away. On September 5, however, the Allies
regrouped and attacked the Germans northeast of Paris, in the valley of the Marne
River. Every available soldier was hurled into the struggle. When reinforcements
were needed, more than 600 taxicabs rushed soldiers from Paris to the front. After
four days of fighting, the German generals gave the order to retreat.
Although it was only the first major clash on the Western Front, the First Battle
of the Marne was perhaps the single most important event of the war. The defeat
846 Chapter 29
MAIN IDEA
Recognizing
Effects
kj Why was the
Battle of the Marne
so significant?
of the Germans left the Schlieffen Plan in ruins. A quick victory in the west no
longer seemed possible. In the east, Russian forces had already invaded Germany.
Germany was going to have to fight a long war on two fronts. Realizing this, the
German high command sent thousands of troops from France to aid its forces in
the east. Meanwhile, the war on the Western Front settled into a stalemate. A.
War in the Trenches By early 1915, opposing armies on the Western Front had
dug miles of parallel trenches to protect themselves from enemy fire. This set the
stage for what became known as trench warfare . In this type of warfare, soldiers
fought each other from trenches. And armies traded huge losses of human life for
pitifully small land gains.
Life in the trenches was pure misery. “The men slept in mud, washed in mud,
ate mud, and dreamed mud,” wrote one soldier. The trenches swarmed with rats.
Fresh food was nonexistent. Sleep was nearly impossible.
The space between the opposing trenches won the grim name “no man’s land.”
When the officers ordered an attack, their men went over the top of their trenches
into this bombed-out landscape. There, they usually met murderous rounds of
machine-gun fire. Staying put, however, did not ensure one’s safety. Artillery fire
brought death right into the trenches. “Shells of all calibers kept raining on our sec-
tor,” wrote one French soldier. “The trenches disappeared, filled with earth . . . the
air was unbreathable. Our blinded, wounded, crawling, and shouting soldiers kept
falling on top of us and died splashing us with blood. It was living hell.”
The Western Front had become a “terrain of death.” It stretched nearly 500 miles
from the North Sea to the Swiss border. A British officer described it in a letter:
PRIMARY SOURCE
Imagine a broad belt, ten miles or so in width, stretching from the Channel to the
German frontier near Basle, which is positively littered with the bodies of men and
scarified with their rude graves; in which farms, villages and cottages are shapeless
heaps of blackened masonry; in which fields, roads and trees are pitted and torn and
twisted by shells and disfigured by dead horses, cattle, sheep and goats, scattered in
every attitude of repulsive distortion and dismemberment.
VALENTINE FLEMING, quoted in The First World War
▼ Allied troops
crawl through a
trench along the
Western Front.
History Depth
The New Weapons of War
Poison Gas
Soldiers wore masks like those shown at left
to protect themselves from poison gas. Gas
was introduced by the Germans but used by
both sides. Some gases caused blindness or
severe blisters, others death by choking.
Machine Gun
The machine gun, which fires ammunition
automatically, was much improved by the
time of World War I. The gun, shown to the
left, could wipe out waves of attackers and
thus made it difficult for forces to advance.
Tank
The tank, shown to the left, was an armored
combat vehicle that moved on chain tracks—
and thus could cross many types of terrain. It
was introduced by the British in 1916 at the
Battle of the Somme.
Submarine
In 1914, the Germans introduced the
submarine as an effective warship. The
submarine's primary weapon against ships
was the torpedo, an underwater missile.
Military strategists were at a loss. New tools of war — machine guns, poison
gas, armored tanks, larger artillery — had not delivered the fast-moving war they
had expected. All this new technology did was kill greater numbers of people
more effectively.
The slaughter reached a peak in 1916. In February, the Germans launched a
massive attack against the French near Verdun. Each side lost more than 300,000
men. In July, the British army tried to relieve the pressure on the French. British
forces attacked the Germans northwest of Verdun, in the valley of the Somme
River. In the first day of battle alone, more than 20,000 British soldiers were killed.
By the time the Battle of the Somme ended in November, each side had suffered
more than half a million casualties.
What did the warring sides gain? Near Verdun, the Germans advanced about
four miles. In the Somme valley, the British gained about five miles.
The Battle on the Eastern Front
Even as the war on the Western Front claimed thousands of lives, both sides were
sending millions more men to fight on the Eastern Front . This area was a stretch
of battlefield along the German and Russian border. Here, Russians and Serbs bat-
tled Germans and Austro-Hungarians. The war in the east was a more mobile war
than that in the west. Here too, however, slaughter and stalemate were common.
Early Fighting At the beginning of the war, Russian forces had launched an attack
into both Austria and Germany. At the end of August, Germany counterattacked
near the town of Tannenberg. During the four-day battle, the Germans crushed the
Vocabulary
In war, a casualty
is anyone killed,
injured, captured,
or considered
missing in action.
848 Chapter 29
MAIN IDEA
Synthesizing
B/ Why was
Russia's involve-
ment in the war so
important to the
other Allies?
invading Russian army and drove it into full retreat. More
than 30,000 Russian soldiers were killed.
Russia fared somewhat better against the Austrians.
Russian forces defeated the Austrians twice in September
1914, driving deep into their country. Not until December
of that year did the Austrian army manage to turn the tide.
Austria defeated the Russians and eventually pushed them
out of Austria-Hungary.
Russia Struggles By 1916, Russia’s war effort was near
collapse. Unlike the nations of western Europe, Russia had
yet to become industrialized. As a result, the Russian army
was continually short on food, guns, ammunition, clothes,
boots, and blankets. Moreover, the Allied supply shipments
to Russia were sharply limited by German control of the
Baltic Sea, combined with Germany’s relentless submarine
campaign in the North Sea and beyond. In the south, the
Ottomans still controlled the straits leading from the
Mediterranean to the Black Sea.
The Russian army had only one asset — its numbers.
Throughout the war the Russian army suffered a stagger-
ing number of battlefield losses. Yet the army continually
rebuilt its ranks from the country’s enormous population.
For more than three years, the battered Russian army man-
aged to tie up hundreds of thousands of German troops
in the east. As a result, Germany could not hurl its full
fighting force at the west. 8,
Germany and her allies, however, were concerned with
more than just the Eastern or Western Front. As the war raged on, fighting spread
beyond Europe to Africa, as well as to Southwest and Southeast Asia. In the years after
it began, the massive European conflict indeed became a world war.
The Frozen Front
For soldiers on the Eastern Front, like
those shown above, the overall misery
of warfare was compounded by deadly
winters. "Every day hundreds froze to
death," noted one Austro-Hungarian
officer during a particularly brutal spell.
Russian troops suffered too, mainly
due to their lack of food and clothing.
"I am at my post all the time— frozen
[and] soaked . . . ," lamented one
soldier. "We walk barefoot or in rope-
soled shoes. It's incredible that soldiers
of the Russian army are in rope-
soled shoes!"
SECTION
o
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Central Powers • Allies • Western Front • Schlieffen Plan • trench warfare • Eastern Front
USING YOUR NOTES
2. What were some of the
conditions that soldiers on the
front lines had to face?
MAIN IDEAS
3. Which countries comprised the
Central Powers? Which
countries comprised the Allies?
CRITICAL THINKING & WRITING
6. COMPARING AND CONTRASTING How was war on the
Western and Eastern Fronts different? How was it the
same?
J. T he Great War
begins
b.
II. A bloody Stalemate
4. What were the characteristics
of trench warfare?
5. What factors contributed to
Russia's war difficulties?
7. ANALYZING CAUSES Why did the Schlieffen Plan
ultimately collapse? Cite specific details from the text.
8. MAKING INFERENCES Why might it be fair to say that
neither side won the battles of the Somme or Verdun?
9. WRITING ACTIVITY SCIENCE AND TECHNOLOGY | In an
explanatory essay, describe the effects of the new
technology on warfare. Use examples from your reading.
CONNECT TO TODAY
PRESENTING AN ORAL REPORT
Find an image of a World War I monument from any one of the combatant countries. In an
oral report, present the image to the class and provide details about its origin and purpose.
The Great War 849
Science & Technology
Military Aviation
World War I introduced airplane warfare — and by doing so, ushered in an era of
tremendous progress in the field of military aviation. Although the plane itself was
relatively new and untested by 1914, the warring nations quickly recognized its
potential as a powerful weapon. Throughout the conflict, countries on both sides
built faster and stronger aircraft, and designed them to drop bombs and shoot at one
another in the sky. Between the beginning and end of the war, the total number of
planes in use by the major combatants soared from around 850 to nearly 10,000.
After the war, countries continued to maintain a strong and advanced airforce, as
they realized that supremacy of the air was a key to military victory.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on military
aviation go to classzone.com
a A World War I pilot shows
off an early air-to-ground
communication device.
o
o
0
Designers kept nearly all weight in the center, giving the planes tremendous maneuverability.
A timing device enabled machine guns to fire through the propeller.
Engines were continuously strengthened for greater speed and carrying capability.
Connect to Today
Two Top Fighter Planes: A Comparison
Length
Wingspan
Maximum Speed
Maximum Height
Fokker D VII
(German)
23 feet
29 feet 3 inches
116 mph
22,900 feet
Sopwith FI Camel
(British)
18 feet 8 inches
28 feet
122 mph
24,000 feet
Maximum Flight Time
1.5 hours
2.5 hours
1. Drawing Conclusions Why would
communication with someone
outside the plane be important for
pilots of World War I and today?
See Skillbuilder Handbook, Page Rll.
2. Comparing Using the Internet and
other resources, find out more about
a recent innovation with regard to
fighter planes and explain its
significance.
850
A Global Conflict
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
ECONOMICS World War 1
The war propelled the United
• unrestricted
• rationing
spread to several continents and
States to a new position of
submarine
• propaganda
required the full resources of
international power, which it
warfare
• armistice
many governments.
holds today.
• total war
SETTING THE STAGE World War I was much more than a European conflict.
Australia and Japan, for example, entered the war on the Allies’ side, while India
supplied troops to fight alongside their British rulers. Meanwhile, the Ottoman
Turks and later Bulgaria allied themselves with Germany and the Central Powers.
As the war promised to be a grim, drawn-out affair, all the Great Powers looked
for other allies around the globe to tip the balance. They also sought new war
fronts on which to achieve victory.
War Affects the World
As the war dragged on, the main combatants looked beyond Europe for a way to
end the stalemate. However, none of the alliances they formed or new battle-
fronts they opened did much to end the slow and grinding conflict.
The Gallipoli Campaign A promising strategy for the Allies seemed to be to
attack a region in the Ottoman Empire known as the Dardanelles. This narrow
sea strait was the gateway to the Ottoman capital, Constantinople. By securing
the Dardanelles, the Allies believed that they could take Constantinople, defeat
the Turks, and establish a supply line to Russia.
The effort to take the Dardanelles strait
began in February 1 9 1 5 . It was known as the
Gallipoli campaign. British, Australian,
New Zealand, and French troops made
repeated assaults on the Gallipoli Peninsula
on the western side of the strait. Turkish
troops, some commanded by German offi-
cers, vigorously defended the region. By
May, Gallipoli had turned into another
bloody stalemate. Both sides dug trenches,
from which they battled for the rest of the
year. In December, the Allies gave up the
campaign and began to evacuate. They had suffered about 250,000 casualties.
Battles in Africa and Asia In various parts of Asia and Africa, Germany’s colonial
possessions came under assault. The Japanese quickly overran German outposts in
TAKING NOTES
Recognizing Effects Use
a web diagram to show
the effects of World War I.
&ffe,cts of WWT^)
The Great War 851
lometers
NORTI
ITHWEST ASIA
SOUTH
VMERICA
INTERACTIVE
The World at War, 1914-1918
War rages in
Southwest Asia as
Arab nationalists
battle their Turkish
rulers.
V*
Japan declares war on
Germany in 1914; seizes
German colonies in
China and the Pacific.
Main fighting of
the war occurs on
Western and
Eastern Fronts.
ATLANTIC
OCEAN
The United States
enters the war on
the side of the
Allies in 1917.
PACIFIC
/ S OCEAN
PACIFIC
OCEAN
India provides about
1.3 million men to fight
and labor alongside
their British rulers
throughout Europe.
The European colonies
throughout Africa become
a battlefield as the warring
parties strike at one another's
colonial possessions.
n v.
• Tronic of Capricorn
AUSTRALIA
INDIAN OCEAN
Both countries fight on
the side of the Allies and
contribute many troops to
the 1915 Gallipoli campaign
in Southwest Asia.
ZEA
Brazil is the only South
American country to
enter the war. It supports
the Allies with warships
and personnel.
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Region Which countries were aligned with the European Allies?
2. Location Outside of Europe , where was World War I fought ?
China. They also captured Germany’s Pacific island colonies. English and French
troops attacked Germany’s four African possessions. They seized control of three.
Elsewhere in Asia and Africa, the British and French recruited subjects in their
colonies for the struggle. Fighting troops as well as laborers came from India,
South Africa, Senegal, Egypt, Algeria, and Indochina. Many fought and died on the
battlefield. Others worked to keep the front lines supplied. To be sure, some colo-
nial subjects wanted nothing to do with their European rulers’ conflicts. Others vol-
unteered in the hope that service would lead to their independence. This was the
view of Indian political leader Mohandas Gandhi, who supported Indian participa-
tion in the war. “If we would improve our status through the help and cooperation
of the British,” he wrote, “it was our duty to win their help by standing by them in
their hour of need.”
America Joins the Fight In 1917, the focus of the war shifted to the high seas.
That year, the Germans intensified the submarine warfare that had raged in the
Atlantic Ocean since shortly after the war began. In January 1917, the Germans
announced that their submarines would sink without warning any ship in the waters
around Britain. This policy was called unrestricted submarine warfare .
The Germans had tried this policy before. On May 7, 1915, a German subma-
rine, or U-boat, had sunk the British passenger ship Lusitania. The attack left 1,198
people dead, including 128 U.S. citizens. Germany claimed that the ship had been
carrying ammunition, which turned out to be true. Nevertheless, the American
public was outraged. President Woodrow Wilson sent a strong protest to Germany.
After two further attacks, the Germans finally agreed to stop attacking neutral and
passenger ships.
852 Chapter 29
Desperate for an advantage over the Allies, however, the Germans returned to
unrestricted submarine warfare in 1917. They knew it might lead to war with the
United States. They gambled that their naval blockade would starve Britain into
defeat before the United States could mobilize. Ignoring warnings by President
Wilson, German U-boats sank three American ships.
In February 1917, another German action pushed the United States closer to
war. Officials intercepted a telegram written by Germany’s foreign secretary,
Arthur Zimmermann, stating that Germany would help Mexico “reconquer” the
land it had lost to the United States if Mexico would ally itself with Germany.
The Zimmermann note simply proved to be the last straw. A large part of the
American population already favored the Allies. In particular, America felt a bond
with England. The two nations shared a common ancestry and language, as well as
similar democratic institutions and legal systems. More important, America’s eco-
nomic ties with the Allies were far stronger than those with the Central Powers. On
April 2, 1917, President Wilson asked Congress to declare war on Germany. The
United States entered the war on the side of the Allies.
War Affects the Home Front
By the time the United States joined the Allies, the war had been raging for nearly
three years. In those three years, Europe had lost more men in battle than in all the
wars of the previous three centuries. The war had claimed the lives of millions and
had changed countless lives forever. The Great War, as the conflict came to be
known, affected everyone. It touched not only the soldiers in the trenches, but civil-
ians as well.
Governments Wage Total War World War I soon became a total war . This
meant that countries devoted all their resources to the war effort. In Britain,
Germany, Austria, Russia, and France, the entire force of government was dedi-
cated to winning the conflict. In each country, the wartime government took con-
trol of the economy. Governments told factories what to produce and how much.
The Influenza Epidemic
In the spring of 1918, a powerful
new enemy emerged, threatening
nations on each side of World War I.
This "enemy" was a deadly strain of
influenza. The Spanish flu, as it was
popularly known, hit England and
India in May. By the fall, it had spread
through Europe, Russia, Asia, and to
the United States.
The influenza epidemic killed
soldiers and civilians alike. In India, at
least 12 million people died of
influenza. In Berlin, on a single day in
October, 1,500 people died. In the
end, this global epidemic was more
destructive than the war itself, killing
20 million people worldwide.
► City officials and street cleaners in
Chicago guard against the Spanish flu.
I
Global Impact-*
The Great War 853
a A woman relief
worker writes a
letter home for a
wounded soldier.
governments turned to help from women as
never before. Thousands of women replaced
men in factories, offices, and shops. Women built tanks and munitions, plowed
fields, paved streets, and ran hospitals. They also kept troops supplied with food,
clothing, and weapons. Although most women left the work force when the war
ended, they changed many people’s views of what women were capable of doing.
Women also saw the horrors of war firsthand, working on or near the front lines
as nurses. Here, American nurse Shirley Millard describes her experience with a
soldier who had lost both eyes and feet:
Numerous facilities were converted to munitions
factories. Nearly every able-bodied civilian was
put to work. Unemployment in many European
countries all but disappeared.
So many goods were in short supply that gov-
ernments turned to rationing . Under this sys-
tem, people could buy only small amounts of
those items that were also needed for the war
effort. Eventually, rationing covered a wide
range of goods, from butter to shoe leather.
Governments also suppressed antiwar activity,
sometimes forcibly. In addition, they censored
news about the war. Many leaders feared that hon-
est reporting of the war would turn people against
it. Governments also used propaganda , one-sided
information designed to persuade, to keep up
morale and support for the war.
Women and the War Total war meant that
MAIN IDEA
Summarizing
hj How did the
governments of the
warring nations
fight a total war?
A PRIMARY SOURCE
He moaned through the bandages that his head was splitting with pain. I gave him
morphine. Suddenly aware of the fact that he had [numerous] wounds, he asked:
"Sa-ay! Whafs the matter with my legs?" Reaching down to feel his legs before I could
stop him, he uttered a heartbreaking scream. I held his hands firmly until the drug I had
given him took effect.
SHIRLEY MILLARD, / Saw Them Die
The Allies Win the War
With the United States finally in the war, the balance, it seemed, was about to tip
in the Allies’ favor. Before that happened, however, events in Russia gave Germany
a victory on the Eastern Front, and new hope for winning the conflict.
Russia Withdraws In March 1917, civil unrest in Russia — due in large part to
war-related shortages of food and fuel — forced Czar Nicholas to step down. In his
place a provisional government was established. The new government pledged to
continue fighting the war. However, by 1917, nearly 5.5 million Russian soldiers
had been wounded, killed, or taken prisoner. As a result, the war-weary Russian
army refused to fight any longer.
Eight months after the new government took over, a revolution shook Russia
(see Chapter 30). In November 1917, Communist leader Vladimir Ilyich Lenin
seized power. Lenin insisted on ending his country’s involvement in the war. One
of his first acts was to offer Germany a truce. In March 1918, Germany and Russia
signed the Treaty of Brest-Litovsk, which ended the war between them.
854 Chapter 29
Analyzing Primary Sources
Allied View of Armistice
News of the armistice affected the Allied and Central
powers differently. Here, a U.S. soldier named Harry
Truman, who would go on to become president, recalls
the day the fighting stopped.
PRIMARY SOURCE
Every single one of them [the French soldiers] had to
march by my bed and salute and yell, "Vive President
Wilson, Vive le capitaine d'artillerie americaine!" No
sleep all night. The infantry fired Very pistols, sent up
all the flares they could lay their hands on, fired rifles,
pistols, whatever else would make noise, all night long.
HARRY TRUMAN, quoted in The First World War
German Reaction to Armistice
On the other side of the fighting line, German officer
Herbert Sulzbach struggled to inform his troops of the
war's end.
PRIMARY SOURCE
"Hostilities will cease as from 12 noon today." This was
the order which I had to read out to my men. The war
is over. . . . How we looked forward to this moment;
how we used to picture it as the most splendid event
of our lives; and here we are now, humbled, our souls
torn and bleeding, and know that we've surrendered.
Germany has surrendered to the Entente!
HERBERT SULZBACH, With the German Guns
DOCUMENT-BASED QUESTIONS
1. Summarizing What is the main difference between these two excerpts?
2 . Drawing Conclusions How did Herbert Sulzbach's vision of the armistice differ from
what actually occurred ?
MAIN IDEA
Comparing
[L How was the
Second Battle of
the Marne similar
to the first?
The Central Powers Collapse Russia’s withdrawal from the war at last allowed
Germany to send nearly all its forces to the Western Front. In March 1918, the
Germans mounted one final, massive attack on the Allies in France. As in the open-
ing weeks of the war, the German forces crushed everything in their path. By late
May 1918, the Germans had again reached the Marne River. Paris was less than 40
miles away. Victory seemed within reach.
By this time, however, the German military had weakened. The effort to reach
the Marne had exhausted men and supplies alike. Sensing this weakness, the
Allies — with the aid of nearly 140,000 fresh U.S. troops — launched a counterat-
tack. In July 1918, the Allies and Germans clashed at the Second Battle of the
Marne. Leading the Allied attack were some 350 tanks that rumbled slowly for-
ward, smashing through the German lines. With the arrival of 2 million more
American troops, the Allied forces began to advance steadily toward Germany. Bj
Soon, the Central Powers began to crumble. First the Bulgarians and then the
Ottoman Turks surrendered. In October, revolution swept through Austria-
Hungary. In Germany, soldiers mutinied, and the public turned on the kaiser.
On November 9, 1918, Kaiser Wilhelm II stepped down. Germany declared itself
a republic. A representative of the new German government met with French
Commander Marshal Foch in a railway car near Paris. The two signed an armistice ,
or an agreement to stop fighting. On November 11, World War I came to an end.
The Legacy of the War
World War I was, in many ways, a new kind of war. It involved the use of new
technologies. It ushered in the notion of war on a grand and global scale. It also
left behind a landscape of death and destruction such as was never before seen.
Both sides in World War I paid a tremendous price in terms of human life.
About 8.5 million soldiers died as a result of the war. Another 21 million were
wounded. In addition, the war led to the death of countless civilians by way of
The Great War 855
World War I Statistics
Total Number of
Troops Mobilized
Allied Powers:
42 million
Central Powers:
23 million
Source:
Encyclopaedia Britannica
Battlefield Deaths of Major Combatants
Ottoman Empire
325,000
Italy
650,000
USA
1 1 6,000
Germany
1 .8 million
Russia
1 .7 million
British Empire
908,000
Austria-Hungary
1.2 million
France
1 .3 million
* Includes troops from Britain, Canada, Australia,
New Zealand, India, and South Africa
SKILLBUILDER: Interpreting Graphs
1 . Comparing Which Allied nation suffered the greatest number of battlefield deaths?
2. Analyzing Issues Which four nations accounted for about 75 percent of all battlefield deaths?
starvation, disease, and slaughter. Taken together, these figures spelled tragedy —
an entire generation of Europeans wiped out.
The war also had a devastating economic impact on Europe. The great conflict
drained the treasuries of European countries. One account put the total cost of the
war at $338 billion, a staggering amount for that time. The war also destroyed acres
of farmland, as well as homes, villages, and towns.
The enormous suffering that resulted from the Great War left a deep mark on
Western society as well. A sense of disillusionment settled over the survivors. The
insecurity and despair that many people experienced are reflected in the art and lit-
erature of the time.
Another significant legacy of the war lay in its peace agreement. As you will
read in the next section, the treaties to end World War I were forged after great
debate and compromise. And while they sought to bring a new sense of security
and peace to the world, they prompted mainly anger and resentment.
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• unrestricted submarine warfare • total war • rationing • propaganda • armistice
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which effect do you think was
most significant? Why?
3. What factors helped prompt
the United States to join the
war for the Allies?
(Effects of WW)
'A rs
4. What role did women play in
the war?
5. What was the significance of
the Second Battle of the
Marne?
6. ANALYZING ISSUES In what ways was World War I truly a
global conflict?
7. FORMING OPINIONS Do you think governments are
justified in censoring war news? Why or why not?
8. DRAWING CONCLUSIONS Which of the non-European
countries had the greatest impact on the war effort?
Explain.
9. WRITING ACTIVITY ECONOMICS | Write a paragraph
explaining how the concept of total war affected the
warring nations' economies.
CONNECT TO TODAY
CREATING A GRAPHIC
Using the library and other resources, compare the role of women in combat today in any
two countries. Display your comparison in a chart or other type of graphic.
856 Chapter 29
Different Perspectives: Using Primary and Secondary Sources
Views of War
When World War I broke out, Europe had not experienced a war involving all the major
powers for nearly a century, since Napoleon’s defeat in 1815. As a result, people had an
unrealistic view of warfare. Many expected the war to be short and romantic. Many men
enlisted in the army because of patriotism or out of a desire to defend certain
institutions. What the soldiers experienced changed their view of war forever.
PRIMARY SOURCE
JlJ FICTION
Cj POETRY
Woodrow Wilson
On April 2, 1917, President Wilson
asked Congress to declare war so that
the United States could enter World
War I. This excerpt from his speech
gives some of his reasons.
Erich Maria
Remarque
In the German novel All Quiet on the
Western Front , Erich Maria Remarque
draws upon his own wartime
experience of trench warfare.
Wilfred Owen
The English poet Wilfred Owen was
killed in the trenches just one week
before World War I ended. This
excerpt from his poem “Dulce et
Decorum Esf ’ describes a gas attack.
The world must be made safe for
democracy. Its peace must be planted
upon the tested foundations of political
liberty. We have no selfish ends to
serve. We desire no conquest, no
dominion. We seek no indemnities for
ourselves, no material compensation
for the sacrifice we shall freely make.
We are but one of the champions of
the rights of mankind. We shall be
satisfied when those rights have been
made as secure as the faith and the
freedom of nations can make them.
No one would believe that in this
howling waste there could still be
men; but steel helmets now appear on
all sides of the trench, and fifty yards
from us a machine-gun is already in
position and barking.
The wire entanglements are torn to
pieces. Yet they offer some obstacle.
We see the storm-troops coming. Our
artillery opens fire. . . .
I see [a French soldier], his face
upturned, fall into a wire cradle. His
body collapses, his hands remain
suspended as though he were praying.
Then his body drops clean away and
only his hands with the stumps of his
arms, shot off, now hang in the wire.
D/ PRIMARY SOURCE
Maurice Neumont
France, 1918
This French poster is titled, “They
Shall Not Pass, 1914-1918.”
Translated into English, the text at
the bottom reads, “Twice I have
stood fast and conquered on the
Marne, my brother civilian. A
deceptive ‘peace offensive’ will
attack you in your turn; like me you
must stand firm and conquer. Be
strong and shrewd — beware of
Boche [German] hypocrisy.”
Gas! GAS! Quick, boys!-An ecstasy of
fumbling,
Fitting the clumsy helmets just in time;
But someone still was yelling out and
stumbling,
And floundering like a man in fire or
lime . . .
Dim, through the misty panes and
thick green light,
As under a green sea, I saw him
drowning.
In all my dreams, before my helpless
sight,
He plunges at me, guttering, choking,
drowning.
Document-Based
QUESTIONS
1. What reasons does Woodrow
Wilson (Source A) give for
entering the war?
2. What emotions does the French
poster (Source D) try to arouse?
3. Judging from Sources B and C,
what was it like for the average
soldier in the trenches? Explain
how you think such experiences
affected the average soldier's
view of war.
857
A Flawed Peace
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
POWER AND AUTHORITY After
Hard feelings left by the peace
• Woodrow
• self-
winning the war, the Allies
settlement helped cause World
Wilson
determination
dictated a harsh peace
War II.
• Georges
• Treaty of
settlement that left many
Clemenceau
Versailles
nations feeling betrayed.
• Fourteen Points
• League of Nations
SETTING THE STAGE World War I was over. The killing had stopped. The
terms of peace, however, still had to be worked out. On January 18, 1919, a con-
ference to establish those terms began at the Palace of Versailles, outside Paris.
Attending the talks, known as the Paris Peace Conference, were delegates repre-
senting 32 countries. For one year, this conference would be the scene of vigor-
ous, often bitter debate. The Allied powers struggled to solve their conflicting
aims in various peace treaties.
The Allies Meet and Debate
Despite representatives from numerous countries, the meeting’s major decisions
were hammered out by a group known as the Big Four: Woodrow Wilson of the
United States, Georges Clemenceau of France, David Lloyd George of Great
Britain, and Vittorio Orlando of Italy. Russia, in the grip of civil war, was not rep-
resented. Neither were Germany and its allies.
Wilson's Plan for Peace In January 1918, while the war was still raging,
President Wilson had drawn up a series of peace proposals. Known as the
Fourteen Points , they outlined a plan for achieving a just and lasting peace.
The first four points included an end to secret treaties, freedom of the seas,
free trade, and reduced national armies and navies. The fifth goal was the adjust-
ment of colonial claims with fairness toward colonial peoples. The sixth through
thirteenth points were specific suggestions for changing borders and creating
new nations. The guiding idea behind these points was self-determination . This
meant allowing people to decide for themselves under what government they
wished to live.
Finally, the fourteenth point proposed a “general association of nations” that
would protect “great and small states alike.” This reflected Wilson’s hope for an
organization that could peacefully negotiate solutions to world conflicts.
The Versailles Treaty As the Paris Peace Conference opened, Britain and
France showed little sign of agreeing to Wilson’s vision of peace. Both nations
were concerned with national security. They also wanted to strip Germany of its
war-making power.
The differences in French, British, and U.S. aims led to heated arguments among
the nations’ leaders. Finally a compromise was reached. The Treaty of Versailles
TAKING NOTES
Clarifying Use a
chart to record the
reaction by various
groups to the Treaty
of Versailles.
Reaction to T reati j
Gernnani/
Africans
6 Asians
Italy
& Japan
858 Chapter 29
Vocabulary
Reparations is
money paid by a
defeated nation to
compensate for
damage or injury
during a war.
between Germany and the Allied powers was
signed on June 28, 1919, five years to the day
after Franz Ferdinand’s assassination in Sarajevo.
Adopting Wilson’s fourteenth point, the treaty
created a League of Nations . The league was to
be an international association whose goal would
be to keep peace among nations.
The treaty also punished Germany. The
defeated nation lost substantial territory and had
severe restrictions placed on its military opera-
tions. As tough as these provisions were, the
harshest was Article 23 1 . It was also known as the
“war guilt” clause. It placed sole responsibility
for the war on Germany’s shoulders. As a result,
Germany had to pay reparations to the Allies.
All of Germany’s territories in Africa and the
Pacific were declared mandates, or territories to
be administered by the League of Nations.
Under the peace agreement, the Allies would
govern the mandates until they were judged
ready for independence.
A Troubled Treaty
The Versailles treaty was just one of five treaties
negotiated by the Allies. In the end, these agree-
ments created feelings of bitterness and
betrayal — among the victors and the defeated.
The Creation of New Nations The Western
powers signed separate peace treaties in 1919 and
1920 with each of the other defeated nations:
Austria-Hungary, Bulgaria, and the Ottoman
Empire. These treaties, too, led to huge land losses
for the Central Powers. Several new countries were
created out of the Austro-Hungarian Empire.
Austria, Hungary, Czechoslovakia, and Yugoslavia
were all recognized as independent nations.
The Ottoman Turks were forced to give up almost all of their former empire.
They retained only the territory that is today the country of Turkey. The Allies
carved up the lands that the Ottomans lost in Southwest Asia into mandates rather
than independent nations. Palestine, Iraq, and Transjordan came under British con-
trol; Syria and Lebanon went to France.
Russia, which had left the war early, suffered land losses as well. Romania and
Poland both gained Russian territory. Finland, Estonia, Latvia, and Lithuania, for-
merly part of Russia, became independent nations.
"A Peace Built on Quicksand" In the end, the Treaty of Versailles did little to
build a lasting peace. For one thing, the United States — considered after the war to
be the dominant nation in the world — ultimately rejected the treaty. Many
Americans objected to the settlement and especially to President Wilson’s League
of Nations. Americans believed that the United States’ best hope for peace was to
stay out of European affairs. The United States worked out a separate treaty with
Germany and its allies several years later.
History Makers
Woodrow Wilson
1856-1924
Wilson was tall and thin and
often in poor health. He
suffered from terrible
indigestion and sometimes
had to use a stomach pump
on himself. A scholarly man,
Wilson once served as
president of Princeton
University in New Jersey.
Passionate about
international peace, he took on the U.S. Senate
after it vowed to reject the Treaty of Versailles.
During the political battle, he suffered a stroke
that disabled him for the rest of his term.
Georges Clemenceau
1841-1929
The near opposite of Wilson,
Clemenceau had a compact
physique and a combative
style that earned him the
nickname "Tiger." He had
worked as a physician and
journalist before entering
the political arena.
Determined to punish
Germany, Clemenceau rarely
agreed with Wilson and his larger quest for
world peace. He once remarked of Wilson, "He
thinks he is another Jesus Christ come upon
earth to reform men."
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on Woodrow
Wilson and Georges Clemenceau, go to
classzone.com
>
The Great War 859
St. Petersburg
Stockholm 4
SWEDEN
Baltic
Sea
JETH.
’Amsterdam
Brussels^
BELGIUI
ATLANTIC
OCEAN
ROMANIA
Belgrade* * B uc h a
SERBIA #Sofia
0 BULGARIA
...
IONTENI
Constantinople
(Istanbul)
800 Kilometers
FINLAND
^Helsinki _
Moscow
North
Sea
Baltic
Sea
Kaunas
BRITA
E. PRUSSli
(Germany)
Warsaw
ATLANTIC
OCEAN
.Prague
C ^ CH °SLOVAKi a
Vienna
* Budapest
AUSTRIA *
HUNGARY
Belgrade
PORTUGAL
BULGARIA
Rome
Ankara.
Mediterranean
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Region Which Central Powers nation appears to have lost the most territory?
2. Location On which nation's former lands were most of the new countries created?
800 Kilometers
Europe Pre-World War I
Europe Post-World War I
The Treaty of Versailles: Major Provisions
[ League of Nations 1
[ Territorial Losses |
| Military Restrictions |
War Guilt
• International peace
organization; enemy
and neutral nations
initially excluded
• Germany and Russia
excluded
• Germany returns
Alsace-Lorraine to
France; French border
extended to west bank
of Rhine River
• Germany surrenders all
of its overseas colonies
in Africa and the Pacific
• Limits set on the size of
the German army
• Germany prohibited
from importing or manu-
facturing weapons or
war material
• Germany forbidden to
build or buy submarines
or have an air force
• Sole respon-
sibility for the
war placed on
Germany's
shoulders
• Germany forced
to pay the Allies
$33 billion in
reparations over
30 years
SKILLBUILDER: Interpreting Charts
1. Analyzing Issues In what ways did the treaty punish Germany?
2. Clarifying What two provinces were returned to France as a result of the treaty?
MAIM IDEA
Analyzing Issues
& What com-
plaints did various
mandated coun-
tries voice about
the Treaty of
Versailles?
In addition, the treaty with Germany, in particular the war-guilt clause, left a
legacy of bitterness and hatred in the hearts of the German people. Other countries
felt cheated and betrayed by the peace settlements as well. Throughout Africa and
Asia, people in the mandated territories were angry at the way the Allies disre-
garded their desire for independence. The European powers, it seemed to them,
merely talked about the principle of national self-determination. European colo-
nialism, disguised as the mandate system, continued in Asia and Africa.
Some Allied powers, too, were embittered by the outcome. Both Japan and
Italy, which had entered the war to gain territory, had gained less than they
wanted. Lacking the support of the United States, and later other world powers,
the League of Nations was in no position to take action on these and other com-
plaints. The settlements at Versailles represented, as one observer noted, “a peace
built on quicksand.” Indeed, that quicksand eventually would give way. In a little
more than two decades, the treaties’ legacy of bitterness would help plunge the
world into another catastrophic war.
| SECTION
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Woodrow Wilson • Georges Clemenceau • Fourteen Points • self-determination • Treaty of Versailles • League of Nations
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which group was most 3.
justified in its reaction to the
treaty? Why? 4
Reaction to T reaty
Germany
Africans
6 Asians
Italy
6 Japan
What was the goal of Woodrow 6. FORMING OPINIONS Were the Versailles treaties fair?
Wilson's Fourteen Points? Consider all the nations affected.
What was the "war guilt" clause
in the Treaty of Versailles?
Why did the United States
reject the Treaty of Versailles?
7. ANALYZING MOTIVES Why might the European Allies have
been more interested in punishing Germany than in
creating a lasting peace?
8. EVALUATING DECISIONS Was the United States right to
reject the Treaty of Versailles? Why or why not?
9. WRITING ACTIVITY 1 POWER AND AUTHORITY | Create a list
of five interview questions a reporter might ask Wilson
or Clemenceau about the Paris Peace Conference. Then
write the possible answers to those questions.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY
Use the Internet to explore a recent achievement or activity by the
United Nations, the modern-day equivalent of the League of Nations.
Present your findings in a brief oral report to the class.
INTERNET KEYWORD
United Nations
The Great War 861
Chapter Assessment
VISUAL SUMMARY
The Great War
Long-Term Causes
• Nationalism spurs competition among
European nations.
• Imperialism deepens national rivalries.
• Militarism leads to large standing armies.
• The alliance system divides Europe into
two rival camps.
• The assassination of Archduke Franz
Ferdinand in June 1914 prompts Austria
to declare war on Serbia.
• The alliance system requires nations to
support their allies.
Immediate Causes
Immediate Effects
• A generation of Europeans is killed
or wounded.
• Dynasties fall in Germany, Austria-Hungary,
and Russia.
• New countries are created.
• The League of Nations is established to
help promote peace.
Long-Term Effects
• Many nations feel bitter and betrayed by
the peace settlements.
• Forces that helped cause the war-
nationalism, competition— remain.
TERMS & NAMES
For each term below, briefly explain its connection to World War I.
1. Triple Alliance 5. total war
2 . Triple Entente 6 . armistice
3. Central Powers 7. Fourteen Points
4. Allies 8. Treaty of Versailles
MAIN IDEAS
Marching Toward War Section l (pages 841-844)
9. How did nationalism, imperialism, and militarism help set the stage for
World War I?
10. Why was the Balkans known as "the powder keg of Europe"?
Europe Plunges into War Section 2 (pages 845-850)
11 . Why was the first Battle of the Marne considered so significant?
12. Where was the Western Front? the Eastern Front?
13. What were the characteristics of trench warfare?
A Global Conflict Section 3 (pages 851-857)
14. What was the purpose of the Gallipoli campaign?
15. What factors prompted the United States to enter the war?
16. In what ways was World War I a total war?
A Flawed Peace Section 4 (pages 858-861)
17. What was the purpose of the League of Nations?
18. What was the mandate system, and why did it leave many groups
feeling betrayed?
CRITICAL THINKING
1. USING YOUR NOTES
Trace the formation of the two major alliance systems that dominated
Europe on the eve of World War I by providing the event that corresponds
with each date on the chart.
2. EVALUATING DECISIONS
| POWER AND AUTHORITY | How did the Treaty of Versailles reflect the
different personalities and agendas of the men in power at the end of
World War I?
3. CLARIFYING
| ECONOMICS] How did the war have both a positive and negative impact on
the economies of Europe?
4. ANALYZING ISSUES
One British official commented that the Allied victory in World War I had
been "bought so dear [high in price] as to be indistinguishable from
defeat." What did he mean by this statement? Use examples from the text
to support your answer.
862 Chapter 29
Use the quotation about Germany's sinking of the British
passenger ship Lusitania and your knowledge of world
history to answer questions 1 and 2.
Additional Test Practice, pp. S1-S33.
PRIMARY SOURCE
The responsibility for the death of so many American
citizens, which is deeply regretted by everyone in Germany,
in a large measure falls upon the American government. It
could not admit that Americans were being used as shields
for English contraband [smuggled goods]. In this regard
America had permitted herself to be misused in a
disgraceful manner by England. And now, instead of calling
England to account, she sends a note to the German
government.
from Vossische Zeitung, May 18, 1915
Use this anti-German (Hun) World War I poster and your
knowledge of world history to answer question 3.
1. Which of the following statements best describes the
sentiments of the writer?
A. The sinking of the Lusitania was a tragic mistake.
B. America was right to blame Germany for the attack.
C. The American government failed to protect its citizens.
D. England should keep its vessels off the Atlantic Ocean.
2 . The sinking of the Lusitania ultimately played a role in
prompting Germany to
A. abandon the Schlieffen Plan.
B. halt unrestricted submarine warfare.
C. declare war on the United States.
D. begin a widespread rationing program.
3. Which of the following best describes the depiction of the
German soldier in this poster?
A. noble and courageous
B. weak and disorganized
C. cruel and barbaric
D. dangerous and cunning
INTEGRATED TECHNOLOGY
TEST PRACTICE Go to classzone.com
• Diagnostic tests • Strategies
• Tutorials • Additional practice
J
ALTERNATIVE ASSESSMENT
1. Interact with History
On page 840, you examined whether it is always right to
support an ally or friend. Now that you have read the chapter,
reevaluate your decision. If you chose to follow your ally into
World War I, do you still feel it was the right thing to do? Why or
why not? If you decided to stay out of war, what are your
feelings now? Discuss your opinions with a small group.
2. WRITING ABOUT HISTORY
1 SCIENCE AND TECHNOLOGY! Explain in several paragraphs which
one of the new or enhanced weapons of World War I you think
had the greatest impact on the war and why. Consider the
following:
• which weapon might have had the widest use
• which weapon might have inflicted the greatest damage on
the enemy
INTEGRATED TECHNOLOGY
Conducting Internet Research
While World War I was extremely costly, staying prepared for
the possibility of war today is also expensive. Work in groups
of three or four to research the defense budgets of several of
the world's nations. Have each group member be responsible
for one country. Go to the Web Research Guide at
classzone.com to learn about conducting research on the
Internet. Use your research to
• examine how much money each country spends on
defense, as well as what percentage of the overall budget
such spending represents.
• create a large comparison chart of the countries' budgets.
• discuss with your classmates whether the amounts spent for
military and defense are justified.
Present your research to the class. Include a list of your Web
resources.
The Great War 863
CHAPTER
Revolution and
Nationalism, 1900-1939
Previewing Main Ideas
I REVOLUTION Widespread social unrest troubled China and Russia during
the late 1800s and early 1900s. Eventually revolutions erupted.
Geography Study the time line. In what years did revolutions take place in
China and in Russia?
] POWER AND AUTHORITY! New nations appeared during the 1920s and
1930s in the former Ottoman Empire in Southwest Asia. These nations
adopted a variety of government styles-from a republic to a monarchy.
Geography According to the map , which new nations in Southwest Asia
emerged from the former Ottoman Empire?
| EMPIRE BUILDING] Nationalist movements in Southwest Asia, India, and
China successfully challenged the British, Ottoman, and Chinese Empires.
Geography According to the map , which European nations still control
large areas of Southwest Asia?
r
INTEGRATED TECHNOLOGY H|
1
CeEdition
i INTERNET RESOURCES
• Interactive Maps
Go to classzone.com for:
• Interactive Visuals
• Research Links
• Maps
• Interactive Primary Sources
• Internet Activities
• Test Practice
• Primary Sources
• Chapter Quiz
• Current Events
{
\
1917
Russian Bolsheviks
rebel in October
Revolution.
EUROPE
protest for better
conditions.
AND
ASIA
1911
◄ Chinese Nationalists
oust the last Qing em-
peror. (Emperor P'u-i)
864
Black Sea
Caspian
Sea
CY T.^
lebanon-£!
Bei
PALESTINE—
_ Jerusali
titerra/iea/i s e <
RANSJORDAN
KUWAIT
Mecca
SOMAI
ITALIAN
SOMALILAND
Southwest Asia, 1 926
USSR
PERSIA
LIBYA
EGYPT
.Riyadh J
V
SAUDI j Tropic of Cance
ARABIA TRUCIAL
STATES
MUSCAT
V AND
, JjOMANj Arab ia n
] . r y Sea
EMEI \
ANGLO-
EGYPTIAN
SUDAN
British mandate
French mandate
Borders, 1926
Ottoman Empire.1914
FRENCH
Aden tile*'
BRITISH
SOMALILAND
500 Miles
ETHIOPIA
0 250 500 Kilometers
Gall Projection
1920
1923
1929
Gandhi leads ► * l
Mustafa Kema!
Stalin becomes
Indian campaign of / *
transforms Turkey
dictator of
civil disobedience. Mp
into a republic.
Soviet Union.
i !
1920
1922
1929
Mussolini comes to
LL5. stock
power in Italy*
market crashes.
1934
Mao Zedong
heads Long
March. ►
1933 1
Hitler Is named
chancellor of
Germany. ►
865
Interact
with
History
How do you resist oppressive
mile— with violent or
nonviolent action?
You believe that the policies of your government are unjust and oppressive. The
policies favor a small, wealthy class — but the vast majority of people are poor
with few rights. The government has failed to tackle economic, social, and
political problems. Many of your friends are joining revolutionary groups that
plan to overthrow the government by force. Others support nonviolent methods
of change, such as peaceful strikes, protests, and refusal to obey unjust laws.
You wonder which course of action to choose.
▼ Mao Zedong, Communist leader,
believed revolution would solve
China's problems.
▼ Mohandas K. Gandhi became
the leader of the independence
movement to free India of British rule.
"Political power grows out
of the barrel of a gun."
"Victory attained by violence is
tantamount to a defeat, for it
is momentary."
EXAMINING the ISSUES
• How might armed and powerful opponents respond to
groups committed to nonviolent action?
• Which strategy might prove more successful and bring more
long-lasting consequences? Why?
As a class, discuss these questions. In your discussion, consider
what you have learned about the strategies revolutionaries use to
accomplish change. As you read about the revolutions and
independence movements, see which strategy was successful.
866 Chapter 30
Revolutions in Russia
MAIN IDEA 1 WHY IT MATTERS NOW | TERMS & NAMES
REVOLUTION Long-term social
unrest in Russia exploded in
revolution, and ushered in the
first Communist government.
The Communist Party controlled
the Soviet Union until the
country's breakup in 1991.
• proletariat
• Bolsheviks
• Lenin
• Rasputin
• provisional government
• soviet
• Communist Party
• Joseph Stalin
SETTING THE STAGE The Russian Revolution was like a firecracker with a
very long fuse. The explosion came in 1917, yet the fuse had been burning for
nearly a century. The cruel, oppressive rule of most 19th-century czars caused
widespread social unrest for decades. Army officers revolted in 1825. Secret rev-
olutionary groups plotted to overthrow the government. In 1881, revolutionaries
angry over the slow pace of political change assassinated the reform-minded
czar, Alexander II. Russia was heading toward a full-scale revolution.
Czars Resist Change
In 1881, Alexander III succeeded his father, Alexander II, and halted all reforms
in Russia. Like his grandfather Nicholas I, Alexander III clung to the principles
of autocracy, a form of government in which he had total power. Anyone who
questioned the absolute authority of the czar, worshiped outside the Russian
Orthodox Church, or spoke a language other than Russian was labeled dangerous.
t Alexander III
turned Russia
into a police
state, teeming
with spies and
informers.
Czars Continue Autocratic Rule To wipe out revolutionaries, Alexander III
used harsh measures. He imposed strict censorship codes on published materials
and written documents, including private letters. His secret police carefully
watched both secondary schools and universities. Teachers had to send detailed
reports on every student. Political prisoners were sent
to Siberia, a remote region of eastern Russia.
To establish a uniform Russian culture, Alexander III
oppressed other national groups within Russia. He
made Russian the official language of the empire and
forbade the use of minority languages, such as Polish,
in schools. Alexander made Jews the target of persecu-
tion. A wave of pogroms — organized violence against
Jews — broke out in many parts of Russia. Police and
soldiers stood by and watched Russian citizens loot and
destroy Jewish homes, stores, and synagogues.
When Nicholas II became czar in 1894, he contin-
ued the tradition of Russian autocracy. Unfortunately,
it blinded him to the changing conditions of his times.
TAKING NOTES
Following Chronological
Order Create a time line
to show major events in
the changing of Russian
government.
fizz
Revolution and Nationalism 867
Russia Industrializes
Rapid industrialization changed the face of the Russian economy. The number of
factories more than doubled between 1863 and 1900. Still, Russia lagged behind
the industrial nations of western Europe. In the 1890s, Nicholas’s most capable
minister launched a program to move the country forward. To finance the buildup
of Russian industries, the government sought foreign investors and raised taxes.
These steps boosted the growth of heavy industry, particularly steel. By around
1900, Russia had become the world’s fourth-ranking producer of steel. Only the
United States, Germany, and Great Britain produced more steel.
With the help of British and French investors, work began on the world’s longest
continuous rail line — the Trans-Siberian Railway. Begun in 1891, the railway was
not completed until 1916. It connected European Russia in the west with Russian
ports on the Pacific Ocean in the east.
The Revolutionary Movement Grows Rapid industrialization stirred discontent
among the people of Russia. The growth of factories brought new problems, such
as grueling working conditions, miserably low wages, and child labor. The gov-
ernment outlawed trade unions. To try to improve their lives,
workers unhappy with their low standard of living and lack
of political power organized strikes. A,
As a result of all of these factors, several revolutionary
movements began to grow and compete for power. A group
that followed the views of Karl Marx successfully estab-
lished a following in Russia. The Marxist revolutionaries
believed that the industrial class of workers would overthrow
the czar. These workers would then form “a dictatorship of
the proletariat.” This meant that the proletariat — the work-
ers — would rule the country.
In 1903, Russian Marxists split into two groups over
revolutionary tactics. The more moderate Mensheviks
(MEHN*shuh*vihks) wanted a broad base of popular
support for the revolution. The more radical Bolsheviks
(BOHL*shuh*vihks) supported a small number of committed
revolutionaries willing to sacrifice everything for change.
The major leader of the Bolsheviks was Vladimir Ilyich
Ulyanov (ool*YAH*nuhf). He adopted the name of Lenin . He
had an engaging personality and was an excellent organizer.
He was also ruthless. These traits would ultimately help him
gain command of the Bolsheviks. In the early 1900s, Lenin
fled to western Europe to avoid arrest by the czarist regime.
From there he maintained contact with other Bolsheviks.
Lenin then waited until he could safely return to Russia.
Crises at Home and Abroad
The revolutionaries would not have to wait long to realize
their visions. Between 1904 and 1917, Russia faced a series
of crises. These events showed the czar’s weakness and
paved the way for revolution.
The Russo-Japanese War In the late 1800s, Russia and
Japan competed for control of Korea and Manchuria. The
two nations signed a series of agreements over the territories,
V.l. Lenin
1870-1924
In 1887, when he was 17, Lenin's
brother, Alexander, was hanged for
plotting to kill the czar. Legend has
it that this event turned Lenin into
a revolutionary.
Though Alexander's execution
influenced Lenin, he already
harbored ill feelings against the
government. By the early 1900s, he
planned to overthrow the czar. After
the revolution in 1917, Russians
revered him as the "Father of the
Revolution."
Following Lenin's death in 1924,
the government placed his tomb in
Red Square in Moscow. His preserved
body, encased in a bulletproof, glass-
topped coffin, is still on display. Many
Russians today, though, favor moving
Lenin's corpse away from public view.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on V. I.
Lenin, go to classzone.com
^ )
Vocabulary
minister: person in
charge of an area of
government, such
as finance
MAIN IDEA
Analyzing Causes
4/ Why did indus-
trialization in Russia
lead to unrest?
868 Chapter 30
Vocabulary
constitutional
monarchy: a form
of government in
which a single ruler
heads the state and
shares authority
with elected
lawmakers
but Russia broke them. Japan retali-
ated by attacking the Russians at Port
Arthur, Manchuria, in February 1904.
News of repeated Russian losses
sparked unrest at home and led to a
revolt in the midst of the war.
Bloody Sunday: The Revolution of
1905 On January 22, 1905, about
200,000 workers and their families
approached the czar’s Winter Palace
in St. Petersburg. They carried a
petition asking for better working
conditions, more personal freedom,
and an elected national legislature.
Nicholas II’s generals ordered sol-
diers to fire on the crowd. More than 1,000 were wounded and several hundred
were killed. Russians quickly named the event “Bloody Sunday.”
Bloody Sunday provoked a wave of strikes and violence that spread across the
country. In October 1905, Nicholas reluctantly promised more freedom. He approved
the creation of the Duma (DOO*muh) — Russia’s first parliament. The first Duma met
in May 1906. Its leaders were moderates who wanted Russia to become a constitu-
tional monarchy similar to Britain. But because he was hesitant to share his power,
the czar dissolved the Duma after ten weeks.
a Soldiers fired on
unarmed workers
demonstrating at the
czar's Winter Palace
on "Bloody Sunday."
World War I: The Final Blow In 1914, Nicholas II made the fateful decision to
drag Russia into World War I. Russia was unprepared to handle the military and
economic costs. Its weak generals and poorly equipped troops were no match for
the German army. German machine guns mowed down advancing Russians by the
thousands. Defeat followed defeat. Before a year had passed, more than 4 million
Russian soldiers had been killed, wounded, or taken prisoner. As in the Russo-
Japanese War, Russia’s involvement in World War I revealed the weaknesses of
czarist rule and military leadership.
In 1915, Nicholas moved his headquarters to the war front. From there, he hoped
to rally his discouraged troops to victory. His wife, Czarina Alexandra, ran the gov-
ernment while he was away. She ignored the czar’s chief advisers. Instead, she fell
under the influence of the mysterious Rasputin (ras*PYOO*tihn). A self-described
“holy man,” he claimed to have magical healing powers.
Nicholas and Alexandra’s son, Alexis, suffered from hemophilia, a life-threat-
ening disease. Rasputin seemed to ease the boy’s symptoms. To show her gratitude,
Alexandra allowed Rasputin to make key political decisions. He opposed reform
measures and obtained powerful positions for his friends. In 1916, a group of
nobles murdered Rasputin. They feared his increasing role in government affairs.
Meanwhile, on the war front Russian soldiers mutinied, deserted, or ignored orders.
On the home front, food and fuel supplies were dwindling. Prices were wildly inflated.
People from all classes were clamoring for change and an end to the war. Neither
Nicholas nor Alexandra proved capable of tackling these enormous problems.
The March Revolution
In March 1917, women textile workers in Petrograd led a citywide strike. In the next
five days, riots flared up over shortages of bread and fuel. Nearly 200,000 workers
swarmed the streets shouting, “Down with the autocracy!” and “Down with the war!”
At first the soldiers obeyed orders to shoot the rioters but later sided with them.
Revolution and Nationalism 869
The Czar Steps Down The local protest exploded into a general uprising — the
March Revolution. It forced Czar Nicholas II to abdicate his throne. A year later
revolutionaries executed Nicholas and his family. The three-century czarist rule of
the Romanovs finally collapsed. The March Revolution succeeded in bringing
down the czar. Yet it failed to set up a strong government to replace his regime.
Leaders of the Duma established a provisional government or temporary gov-
ernment. Alexander Kerensky headed it. His decision to continue fighting in World
War I cost him the support of both soldiers and civilians. As the war dragged on,
conditions inside Russia worsened. Angry peasants demanded land. City workers
grew more radical. Socialist revolutionaries, competing for power, formed soviets.
Soviets were local councils consisting of workers, peasants, and soldiers. In many
cities, the soviets had more influence than the provisional government. B
Lenin Returns to Russia The Germans believed that Lenin and his Bolshevik
supporters would stir unrest in Russia and hurt the Russian war effort against
Germany. They arranged Lenin’s return to Russia after many years of exile.
Traveling in a sealed railway boxcar, Lenin reached Petrograd in April 1917.
MAIN IDEA
Making
Inferences
Why did
Kerensky's decision
to continue fighting
the war cost him
the support of the
Russian people?
The Bolshevik Revolution
Lenin and the Bolsheviks soon gained control of the Petrograd soviet, as well as
the soviets in other major Russian cities. By the fall of 1917, people in the cities
were rallying to the call, “All power to the soviets.” Lenin’s slogan — “Peace, Land,
and Bread” — gained widespread appeal. Lenin decided to take action.
The Provisional Government Topples In November 1917, without warning,
armed factory workers stormed the Winter Palace in Petrograd. Calling themselves
Barents Sea
□ Bolshevik territory, Oct. 1919
IB Territories lost (Treaty of Brest-Litovsk, 1918)
^ Bolshevik uprisings, 1917-1918
Major civil war battle areas, 1918-1920
. White Russian and
Allied attacks, 1918-1920
■ Bolshevik counterattacks, 1918-1920
— Western boundaries of Russia, 1905-1917
— Boundaries of Russia, 1922
-*-* Trans-Siberian Railroad
Archangel
’etrograd
loscow
^Novosibirsk
iherian%ft*£j^
Sea of
Okhotsk
POLAND
Irkutsk
MONGOLIA
ROMANIA
TURKEY
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Region What was the extent (north to south , east to west) of the Bolshevik
territory in 1919?
2. Region Which European countries had territory that was no longer within
Russian boundaries because of the Brest-Litovsk treaty?
2,000 Kilometers
870 Chapter 30
Russian Revolution and Civil War, 1905-1922
INTERACTIVE
the Bolshevik Red Guards, they took
over government offices and arrested the
leaders of the provisional government.
Kerensky and his colleagues disappeared
almost as quickly as the czarist regime
they had replaced.
Bolsheviks in Power Within days after
the Bolshevik takeover, Lenin ordered
that all farmland be distributed among
the peasants. Lenin and the Bolsheviks
gave control of factories to the workers.
The Bolshevik government also signed a
truce with Germany to stop all fighting
and began peace talks.
In March 1918, Russia and Germany
signed the Treaty of Brest-Litovsk. Russia
surrendered a large part of its territory to
Germany and its allies. The humiliating
terms of this treaty triggered widespread anger among many Russians. They objected
to the Bolsheviks and their policies and to the murder of the royal family.
Civil War Rages in Russia The Bolsheviks now faced a new challenge — stamp-
ing out their enemies at home. Their opponents formed the White Army. The White
Army was made up of very different groups. There were those groups who sup-
ported the return to rule by the czar, others who wanted democratic government,
and even socialists who opposed Lenin’s style of socialism. Only the desire to
defeat the Bolsheviks united the White Army. The groups barely cooperated with
each other. At one point there were three White Armies fighting against the
Bolsheviks’ Red Army.
The revolutionary leader, Leon Trotsky, expertly commanded the Bolshevik Red
Army. From 1918 to 1920, civil war raged in Russia. Several Western nations, in-
cluding the United States, sent military aid and forces to Russia to help the White
Army. However, they were of little help.
a Red Army forces
were victorious in
the two-year civil
war against the
White Army.
Causes and Effects of Two Russian Revolutions, 1917
Causes: Czarist Russia
Effects/Causes: March Revolution
Effects: Bolshevik Revolution
Czar's leadership
• Czar abdicates.
• Provisional government is
was weak.
z
/
overthrown.
Revolutionary agitation
• Provisional government takes over.
• Bolsheviks take over.
challenges the government.
2
• Lenin and soviets gain power.
Widespread discontent
found among all classes.
Russia stays in World War I.
• Bolsheviks sign peace treaty
with Germany and leave
World War I.
f • Civil war begins in Russia.
SKILLBUILDER: Interpreting Charts
1. Analyzing Causes What role did World War I play in the two revolutions?
2. Recognizing Effects Why were the effects of the March Revolution also causes of the Bolshevik Revolution?
Revolution and Nationalism 87 1
Russia’s civil war proved far more deadly than the earlier revolutions. Around 14
million Russians died in the three-year struggle and in the famine that followed. The
destruction and loss of life from fighting, hunger, and a worldwide flu epidemic left
Russia in chaos. In the end, the Red Army crushed all opposition. The victory
showed that the Bolsheviks were able both to seize power and to maintain it. Cj
Comparing World Revolutions In its immediate and long-term effects, the
Russian Revolution was more like the French Revolution than the American
Revolution. The American Revolution expanded English political ideas into a con-
stitutional government that built on many existing structures. In contrast, both the
French and Russian revolutions attempted to destroy existing social and political
structures. Revolutionaries in France and Russia used violence and terror to con-
trol people. France became a constitutional monarchy for a time, but the Russian
Revolution established a state-controlled society that lasted for decades.
MAIN IDEA
Identifying
Problems
What problems
did Lenin and the
Bolsheviks face
after the revolution?
Lenin Restores Order
War and revolution destroyed the Russian economy. Trade was at a standstill.
Industrial production dropped, and many skilled workers fled to other countries.
Lenin turned to reviving the economy and restructuring the government.
New Economic Policy In March 1921, Lenin temporarily put aside his plan for a
state-controlled economy. Instead, he resorted to a small-scale version of capital-
ism called the New Economic Policy (NEP). The reforms under the NEP allowed
peasants to sell their surplus crops instead of turning them over to the government.
The government kept control of major industries, banks, and means of communi-
cation, but it let some small factories, businesses, and farms operate under private
ownership. The government also encouraged foreign investment.
Analyzing Key Concepts
Communism
Communism is a political and economic
system of organization. In theory, property
is owned by the community and all citizens
share in the common wealth according
to their need. In practice, this was difficult
to achieve.
German philosopher Karl Marx saw com-
munism as the end result of an essential
historical process. Russian revolutionary
Vladimir Lenin built on Marx's theories and
sought ways of applying those theories.
Ultimately, however, Lenin's communist
state— the Union of Soviet Socialist Republics
(USSR)-became a one-party, totalitarian
system. This chart compares how Marx and
Lenin viewed communism.
SKILLBUILDER: Interpreting Charts
Comparing and Contrasting How did Lenin's
ideas about communism differ from those
of Marx?
Evolution of Communist Thought
History was the story of class struggle. • History was the story of class struggle.
The struggle Marx saw was between
capitalists and the proletariat, or
the workers.
The struggle Lenin saw was capitalists
against the proletariat and the
peasants.
The proletariat's numbers would
become so great and their condition
so poor that a spontaneous revolu-
tion would occur.
The proletariat and the peasants were
not capable of leading a revolution
and needed the guidance of profes-
sional revolutionaries.
The revolution would
end with a "dictatorship
of the proletariat"-the
communal ownership
of wealth.
After the revolution, the
state needed to be run
by a single party with
disciplined, centrally
directed administrators
in order to ensure
its goals.
872 Chapter 30
MAIN IDEA
Summarizing
0/ How did the
Communist govern-
ment prevent
nationalism from
threatening the
new state created
by the revolution?
Thanks partly to the new policies and to the peace that followed the civil war,
the country slowly recovered. By 1928, Russia’s farms and factories were produc-
ing as much as they had before World War I.
Political Reforms Bolshevik leaders saw nationalism as a threat to unity and party
loyalty. To keep nationalism in check, Lenin organized Russia into several self-
governing republics under the central government. In 1922, the country was named
the Union of Soviet Socialist Republics (USSR), in honor of the councils that
helped launch the Bolshevik Revolution. ^
The Bolsheviks renamed their party the Communist Party . The name came from
the writings of Karl Marx. He used the word communism to describe the classless
society that would exist after workers had seized power. In 1924, the Communists
created a constitution based on socialist and democratic principles. In reality, the
Communist Party held all the power. Lenin had established a dictatorship of the
Communist Party, not “a dictatorship of the proletariat,” as Marx had promoted.
Stalin Becomes Dictator
Lenin suffered a stroke in 1922. He survived, but the incident set in motion com-
petition for heading up the Communist Party. Two of the most notable men were
Leon Trotsky and Joseph Stalin . Stalin was cold, hard, and impersonal. During his
early days as a Bolshevik, he changed his name to Stalin, which means “man of
steel” in Russian. The name fit well.
Stalin began his ruthless climb to the head of the government between 1922 and
1927. In 1922, as general secretary of the Communist Party, he worked behind the
scenes to move his supporters into positions of power. Lenin believed that Stalin
was a dangerous man. Shortly before he died in 1924, Lenin wrote, “Comrade
Stalin . . . has concentrated enormous power in his hands, and I am not sure that he
always knows how to use that power with sufficient caution.” By 1928, Stalin was
in total command of the Communist Party. Trotsky, forced into exile in 1929, was
no longer a threat. Stalin now stood poised to wield absolute power as a dictator.
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• proletariat • Bolsheviks • Lenin • Rasputin • provisional government • soviet • Communist Party • Joseph Stalin
USING YOUR NOTES
MAIN IDEAS
2. Which event on your time
line caused the deaths of 14
million Russians?
3. How did World War 1 help to
bring about the Russian
Revolution?
4. What groups made up the Red
Army and the White Army?
/094 I9ZZ
i 1 1
5. Why did the Bolsheviks rename
their party the Communist
Party?
x *
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY
Use the Internet to visit Lenin's Tomb in Red Square in Moscow. Write
an evaluation of the Web site.
CRITICAL THINKING & WRITING
6. DRAWING CONCLUSIONS How did the czar's autocratic
policies toward the people lead to social unrest?
7. EVALUATING DECISIONS What do you think were Czar
Nicholas M's worst errors in judgment during his rule?
8. FORMING OPINIONS Which of the events during the last
phase of czarist rule do you think was most responsible
for the fall of the czar?
9. WRITING ACTIVITY 1 REVOLUTION Write a paragraph
analysis of Lenin's leadership in the success of the
Bolshevik Revolution.
INTERNET KEYWORD
Lenin's mausoleum
Revolution and Nationalism 873
Totalitarianism
Case Study: Stalinist Russia
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
POWER AND AUTHORITY After
Lenin died, Stalin seized power
and transformed the Soviet
Union into a totalitarian state.
More recent dictators have used
Stalin's tactics for seizing total
control over individuals and the
state.
• totalitarianism •
• Great Purge
• command
economy
Five-Year Plan
collective farm
SETTING THE STAGE Stalin, Lenin’s successor, dramatically transformed the
government of the Soviet Union. Stalin was determined that the Soviet Union
should find its place both politically and economically among the most powerful
of nations in the world. Using tactics designed to rid himself of opposition, Stalin
worked to establish total control of all aspects of life in the Soviet Union. He con-
trolled not only the government, but also the economy and many aspects of citi-
zens’ private lives.
TAKING NOTES
Categorizing Creates
chart listing examples of
methods of control used
in the Soviet Union.
Methods
of control
BxcLwple,
A
Z.
3.
4
A Government of Total Control
The term totalitarianism describes a government that takes total, centralized,
state control over every aspect of public and private life. Totalitarian leaders
appear to provide a sense of security and to give a direction for the future. In the
20th century, the widespread use of mass communication made it possible to
reach into all aspects of citizens’ lives.
A dynamic leader who can build support for his policies and justify his
actions heads most totalitarian governments. Often the leader utilizes secret
police to crush opposition and create a sense of fear among the people. No one
is exempt from suspicion or accusations that he or she is an enemy of the state.
Totalitarianism challenges the highest values prized by Western democra-
cies — reason, freedom, human dignity, and the worth of the individual. As the
chart on the next page shows, all totalitarian states share basic characteristics.
To dominate an entire nation, totalitarian leaders devised methods of control
and persuasion. These included the use of terror, indoctrination, propaganda,
censorship, and religious or ethnic persecution.
Police Terror Dictators of totalitarian states use terror and violence to force obe-
dience and to crush opposition. Normally, the police are expected to respond to
criminal activity and protect the citizens. In a totalitarian state, the police serve
to enforce the central government’s policies. They may do this by spying on the
citizens or by intimidating them. Sometimes they use brutal force and even mur-
der to achieve their goals.
Indoctrination Totalitarian states rely on indoctrination — instruction in the gov-
ernment’s beliefs — to mold people’s minds. Control of education is absolutely
essential to glorify the leader and his policies and to convince all citizens that their
874 Chapter 30
Analyzing Key Concepts
Totalitarianism
Totalitarianism is a form of government in which the national government
takes control of all aspects of both public and private life. Thus, totalitarianism
seeks to erase the line between government and society. It has an ideology,
or set of beliefs, that all citizens are expected to approve. It is often led by a
dynamic leader and a single political party.
Mass communication technology helps a totalitarian government spread its
aims and support its policies. Also, surveillance technology makes it possible
to keep track of the activities of many people. Finally, violence, such as police
terror, discourages those who disagree with the goals of the government.
Key Traits of Totalitarianism
Ideology
sets goals of the state
glorifies aims of the state
justifies government
actions
State Control
of Individuals
demands loyalty
denies basic liberties
expects personal
sacrifice for the good
of the state
Dynamic Leader
unites people
symbolizes government
encourages popular support
through force of will
Dictatorship and
One-Party Rule
exercises absolute
authority
dominates the
government
State Control
of Society
business • religion
labor • the arts
housing • personal life
education • youth groups
Methods of
Enforcement
police terror
indoctrination
censorship
persecution
Modern Technology
mass communication to
spread propaganda
• advanced military
weapons
Totalitarian leaders in the 20th
century
• Adolf Hitler (Germany)
1933-1945
• Benito Mussolini (Italy)
1925-1943
• Joseph Stalin (Soviet
Union) 1929-1953
• Kim IL Sung (North Korea)
1948-1994
• Saddam Hussein (Iraq)
1979-2003
State Terror
• The two most infamous
examples of state terror in
the 20th century were in
Nazi Germany and Stalinist
Russia.
• An estimated 12.5-20
million people were killed
in Nazi Germany.
• An estimated 8-20 million
people were killed in
Stalinist Russia.
Totalitarianism Today
• There are many
authoritarian regimes in the
world, but there are very
few actual totalitarian
governments. In 2000, one
monitoring agency
identified five totalitarian
regimes— Afghanistan, Cuba,
North Korea, Laos, and
Vietnam.
Fear of Totalitarianism
George Orwell illustrated the horrors of a
totalitarian government in his novel, 1984 . The
novel depicts a world in which personal freedom
and privacy have vanished. It is a world made
possible through modern technology. Even
citizens' homes have television cameras that
constantly survey their behavior.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on totalitarianism, go to classzone.com
Connect to Today
1 . Synthesizing How does a totalitarian
state attempt to make citizens obey
its rules?
See Skillbuilder Handbook, page R21.
2. Hypothesizing How would your life
change if you lived in a totalitarian
state?
*75
unconditional loyalty and support are
required. Indoctrination begins with very
young children, is encouraged by youth
groups, and is strongly enforced by schools.
Propaganda and Censorship Totalitarian
states spread propaganda, biased or incom-
plete information used to sway people to
accept certain beliefs or actions. Control of
all mass media allows this to happen. No
publication, film, art, or music is allowed to
exist without the permission of the state.
Citizens are surrounded with false informa-
tion that appears to be true. Suggesting that
the information is incorrect is considered
an act of treason and severely punished.
Individuals who dissent must retract their
work or they are imprisoned or killed.
a Members of a
Russian youth
group called Young
Communists line
up for a parade.
Notice the picture
of Stalin in the
background.
Religious or Ethnic Persecution Totali-
tarian leaders often create “enemies of the state” to blame for things that go wrong.
Frequently these enemies are members of religious or ethnic groups. Often these
groups are easily identified and are subjected to campaigns of terror and violence.
They may be forced to live in certain areas or are subjected to rules that apply only
to them. A j
CASE STUDY: Stalinist Russia
Stalin Builds a Totalitarian State
Stalin aimed to create a perfect Communist state in Russia. To realize his vision,
Stalin planned to transform the Soviet Union into a totalitarian state. He began
building his totalitarian state by destroying his enemies — real and imagined.
Police State Stalin built a police state to maintain his power. Stalin’s secret police
used tanks and armored cars to stop riots. They monitored telephone lines, read
mail, and planted informers everywhere. Even children told authorities about dis-
loyal remarks they heard at home. Every family came to fear the knock on the door
in the early morning hours, which usually meant the arrest of a family member. The
secret police arrested and executed millions of so-called traitors.
In 1934, Stalin turned against members of the Communist Party. In 1937, he
launched the Great Purg e, a campaign of terror directed at eliminating anyone who
threatened his power. Thousands of old Bolsheviks who helped stage the Revolution
in 1917 stood trial. They were executed or sent to labor camps for “crimes against
the Soviet state.” When the Great Purge ended in 1938, Stalin had gained total con-
trol of the Soviet government and the Communist Party. Historians estimate that
during this time he was responsible for 8 million to 13 million deaths. B,
Russian Propaganda and Censorship Stalin’s government controlled all news-
papers, motion pictures, radio, and other sources of information. Many Soviet writ-
ers, composers, and other artists also fell victim to official censorship. Stalin would
not tolerate individual creativity that did not conform to the views of the state.
Soviet newspapers and radio broadcasts glorified the achievements of commu-
nism, Stalin, and his economic programs.
Under Stalin, the arts also were used for propaganda. In 1930, an editorial in the
Communist Party newspaper Pravda explained the purpose of art: “Literature, the
MAIN IDEA
Evaluating
Courses of Action
A > Of the weapons
of totalitarianism,
which allows the
most long-term
control?
MAIN IDEA
Recognizing
Effects
How would the
actions of the Great
Purge increase
Stalin's power?
876 Chapter 30
Vocabulary
atheists: people
who do not think
there is a god
cinema, the arts are levers in the hands of the proletariat
which must be used to show the masses positive models of
initiative and heroic labor.”
Education and Indoctrination Under Stalin, the govern-
ment controlled all education from nursery schools through
the universities. Schoolchildren learned the virtues of the
Communist Party. College professors and students who
questioned the Communist Party’s interpretations of history
or science risked losing their jobs or faced imprisonment.
Party leaders in the Soviet Union lectured workers and peas-
ants on the ideals of communism. They also stressed the
importance of sacrifice and hard work to build the
Communist state. State- supported youth groups trained
future party members.
Religious Persecution Communists aimed to replace reli-
gious teachings with the ideals of communism. Under
Stalin, the government and the League of the Militant
Godless, an officially sponsored group of atheists, spread
propaganda attacking religion. “Museums of atheism” dis-
played exhibits to show that religious beliefs were mere
superstitions. Yet many people in the Soviet Union still
clung to their faiths.
The Russian Orthodox Church was the main target of
persecution. Other religious groups also suffered greatly.
The police destroyed magnificent churches and syna-
gogues, and many religious leaders were killed or sent to
labor camps.
Achieving the perfect Communist state came at a
tremendous cost to Soviet citizens. Stalin’s total control of
society eliminated personal rights and freedoms in favor of
the power of the state.
Stalin Seizes Control of
the Economy
As Stalin began to gain complete control of society, he was setting plans in motion
to overhaul the economy. He announced, “We are fifty or a hundred years behind
the advanced countries. We must make good this distance in ten years.” In 1928
Stalin’s plans called for a command economy , a system in which the government
made all economic decisions. Under this system, political leaders identify the
country’s economic needs and determine how to fulfill them.
An Industrial Revolution Stalin outlined the first of several Five-Year Plans for
the development of the Soviet Union’s economy. The Five-Year Plans set impossi-
bly high quotas, or numerical goals, to increase the output of steel, coal, oil, and
electricity. To reach these targets, the government limited production of consumer
goods. As a result, people faced severe shortages of housing, food, clothing, and
other necessary goods.
Stalin’s tough methods produced impressive economic results. Although most of
the targets of the first Five-Year Plan fell short, the Soviets made substantial gains.
(See the graphs on page 878 for coal and steel production.) A second plan,
launched in 1933, proved equally successful. From 1928 to 1937, industrial pro-
duction of steel increased more than 25 percent.
Case Study 877
History Makers
Joseph Stalin
1879-1953
Stalin was born in bitter poverty in
Georgia, a region in southern Russia.
Unlike the well-educated and cultured
Lenin, Stalin was rough and crude.
Stalin tried to create a myth that he
was the country's father and savior.
Stalin glorified himself as the symbol
of the nation. He encouraged people
to think of him as "The Greatest
Genius of All Times and Peoples."
Many towns, factories, and streets
in the Soviet Union were named for
Stalin. A new metal was called
Stalinite. An orchid was named
Stalinchid. Children standing before
their desks every morning said, "Thank
Comrade Stalin for this happy life."
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY Create a Web page
on Joseph Stalin. Include pictures and a
time line of his rule in the USSR. Go to
classzone.com for your research.
An Agricultural Revolution In 1928, the government began to seize over 25 mil-
lion privately owned farms in the USSR. It combined them into large, government-
owned farms, called collective farms . Hundreds of families worked on these
farms, called collectives, producing food for the state. The government expected
that the modern machinery on the collective farms would boost food production
and reduce the number of workers. Resistance was especially strong among kulaks,
a class of wealthy peasants. The Soviet government decided to eliminate them.
Peasants actively fought the government’s attempt to take their land. Many killed
livestock and destroyed crops in protest. Soviet secret police herded peasants onto
collective farms at the point of a bayonet. Between 5 million and 10 million peas-
ants died as a direct result of Stalin’s agricultural revolution. By 1938, more than
90 percent of all peasants lived on collective farms. As you see in the charts below,
agricultural production was on the upswing. That year the country produced almost
twice the wheat than it had in 1928 before collective farming. £/
In areas where farming was more difficult, the government set up state farms.
These state farms operated like factories. The workers received wages instead of a
share of the profits. These farms were much larger than collectives and mostly
produced wheat.
IUI AIM IDEA
Clarifying
^ What methods
did Stalin use to
bring agriculture
under state control?
Daily Life Under Stalin
Stalin’s totalitarian rule revolutionized Soviet society. Women’s roles greatly
expanded. People became better educated and mastered new technical skills. The
dramatic changes in people’s lives, came at great cost. Soviet citizens found their
personal freedoms limited, consumer goods in short supply, and dissent prohibited.
Stalin’s economic plans created a high demand for many skilled workers.
University and technical training became the key to a better life. As one young man
explained, “If a person does not want to become a collective farmer or just a clean-
ing woman, the only means you have to get something is through education.”
Women Gain Rights The Bolshevik Revolution of 1917 declared men and
women equal. Laws were passed to grant women equal rights. After Stalin became
dictator, women helped the state-controlled economy prosper. Under his Five-Year
The Buildup of the Soviet Economy, 1928-1938
Industry
Agriculture
250
Coal
Production
Steel
Production
I Livestock
1928
1933
1938
1 st Five-Year
Plan
2nd Five-Year
Plan
1 st Five-Year
Plan
2nd Five-Year
Plan
■2
0)
§
Wheat
1938
1st Five-Year
Plan
2nd Five-Year
Plan
Source: European Historical Statistics
SKILLBUILDER: Interpreting Graphs
1. Clarifying How many more metric tons of coal were produced in 1938 than in 1928?
2. Drawing Conclusions What do the graphs show about the contrast between the progress of industry and agriculture production
under Stalin's first Five-Year Plan?
878 Chapter 30
MAIN IDEA
Summarizing
D/ How did daily
life under Stalin's
rule change the
lives of women in
the Soviet Union?
Plans, they had no choice but to join the labor force. The
state provided child care for all working mothers. Some
young women performed the same jobs as men. Millions of
women worked in factories and in construction. However,
men continued to hold the best jobs.
Given new educational opportunities, women prepared
for careers in engineering and science. Medicine, in partic-
ular, attracted many women. By 1950, they made up 75 per-
cent of Soviet doctors.
Soviet women paid a heavy price for their rising status in
society. Besides having full-time jobs, they were responsi-
ble for housework and child care. Motherhood is considered
a patriotic duty in totalitarian regimes. Soviet women were
expected to provide the state with future generations of
loyal, obedient citizens. Q/
Total Control Achieved
By the mid-1950s, Stalin had forcibly transformed the
Soviet Union into a totalitarian regime and an industrial and
political power. He stood unopposed as dictator and main-
tained his authority over the Communist Party. Stalin would
not tolerate individual creativity. He saw it as a threat to the
conformity and obedience required of citizens in a totalitar-
ian state. He ushered in a period of total social control and
rule by terror, rather than constitutional government.
Like Russia, China would fall under the influence of Karl
Marx’s theories and Communist beliefs. The dynamic
leader Mao Zedong would pave the way for transforming
China into a totalitarian Communist state, as you will read
in Section 3.
Ukrainian Kulaks
The kulaks in Ukraine (shown above)
fiercely resisted collectivization. They
murdered officials, torched the
property of the collectives, and
burned their own crops and grain
in protest.
Recognizing the threat kulaks posed
to his policies, Stalin declared that
they should "liquidate kulaks as a
class" The state took control of kulak
land and equipment, and confiscated
stores of food and grain. More than 3
million Ukrainians were shot, exiled,
or imprisoned. Some 6 million people
died in the government-engineered
famine that resulted from the
destruction of crops and animals. By
1935, the kulaks had been eliminated.
J
SECTION
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• totalitarianism • Great Purge • command economy • Five-Year Plans • collective farm
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which of the methods of
control do you think was
influential in maintaining
Stalin's power? Why?
Methods
of control
Example
1.
Z.
3 .
4
most
3. What are the key traits of a
totalitarian state?
6. CONTRASTING How do totalitarian states and
constitutional governments differ?
4. What are some ways
totalitarian rulers keep their
power?
7. SUMMARIZING Summarize Joseph Stalin's rise to power
and how his control expanded.
8. EVALUATING COURSES OF ACTION Were the Five-Year
5. How did the Soviet economy
change under the direction of
Stalin?
plans the best way to move the Soviet economy forward?
Explain.
WRITING ACTIVITY POWER AND AUTHORITY | As an industrial
worker, a female doctor, a Russian Orthodox priest, or a
Communist Party member, write a journal entry about
your life under Stalin.
CONNECT TO TODAY
Graphing Russia's Economy
Research Russia's industrial and agricultural production in the last 10 years.
Create a series of graphs similar to those found on page 878.
Case Study 879
History through Art
Propaganda
You have read how a totalitarian government can use propaganda to
support its goals. These pages show three examples of visual propaganda
from the Soviet Union — low-cost posters, traditional painting, and
altered photographs.
Posters were mass produced and placed in very visible areas. They
were constant reminders of Communist policy and guides for proper
thought. Artists were required to paint scenes that supported and glorified
the Communist Party. Even photographs were altered if they contained
individuals who had fallen out of favor with the party leadership.
INTEGRATED TECHNOLOGY
Woman Worker Poster ▲
A translation of this poster says,
"What the October Revolution has
given to working and peasant
women" The woman is pointing to
buildings such as a library, a worker's
club, and a school for adults.
RESEARCH LINKS For more on
propaganda, go to classzone.com
◄ Factory Poster
"Help build the gigantic
factories" This poster advertises
a state loan for the building of
large factories. Developing heavy
industry was an important goal
in the early days of the Soviet
Union.
T Painting
In this painting the central figure,
Communist leader Joseph Stalin,
is greeted enthusiastically. The
expressions of the diverse and
happy crowd imply not only that
Stalin has broad support, but
that he is worshiped as well.
880 Chapter 30
T Altered Photographs
Stalin attempted to enhance his legacy and erase his
rivals from history by extensively altering photographs
as this series shows.
Q The original photograph was taken in 1926 and showed,
from left to right, Nikolai Antipov, Stalin, Sergei Kirov,
and Nikolai Shvernik.
@ This altered image appeared in a 1949 biography of
Stalin. Why Shvernik was removed is unclear— he was
head of the Central Committee of the Communist Party
until Stalin's death in 1954. Antipov, however, was
arrested during Stalin's purge and executed in 1941.
Q This heroic oil painting by Isaak Brodsky is based on the
original photograph, but only Stalin is left. Kirov was
assassinated in 1934 by a student, but the official
investigation report has never been released. Stalin did
fear Kirov's popularity and considered him a threat to
his leadership.
Connect to Today
1. Forming and Supporting Opinions
Of the examples on this page, which
do you think would have been most
effective as propaganda? Why?
See Skillbuilder Handbook, page R20.
2. Comparing and Contrasting What
are the similarities and differences
between propaganda and modern
advertising campaigns? Support your
answer with examples.
881
Imperial China Collapses
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
REVOLUTION After the fall of
The seeds of China's late-20th-
• Kuomintang
• Mao Zedong
the Qing dynasty, nationalist
century political thought,
• Sun Yixian
• Jiang Jieshi
and Communist movements
communism, were planted at
• May Fourth
• Long March
struggled for power.
this time.
Movement
SETTING THE STAGE In the early 1900s, China was ripe for revolution. China
had faced years of humiliation at the hands of outsiders. Foreign countries con-
trolled its trade and economic resources. Many Chinese believed that modern-
ization and nationalism held the country’s keys for survival. They wanted to build
up the army and navy, to construct modern factories, and to reform education.
Yet others feared change. They believed that China’s greatness lay in its tradi-
tional ways.
TAKING NOTES
Comparing and
Contrasting Make a
chart to compare and
contrast the actions
of Jiang Jieshi and
Mao Zedong in
controlling China.
Jiang
tAao
A
A
Z.
Z.
3.
Nationalists Overthrow Qing Dynasty
Among the groups pushing for modernization and nationalization was the
Kuomintang (KWOH*mihn*TANG), or the Nationalist Party. Its first great leader
was Sun Yixian (soon yee*shyahn). In 191 1, the Revolutionary Alliance, a fore-
runner of the Kuomintang, succeeded in overthrowing the last emperor of the
Qing dynasty. The Qing had ruled China since 1644.
▼ Sun Yixian led
the overthrow of
the last Chinese
emperor.
Shaky Start for the New Republic In 1912, Sun became pres-
ident of the new Republic of China. Sun hoped to establish a
modern government based on the “Three Principles of the
People”: (1) nationalism — an end to foreign control, (2) people’s
rights — democracy, and (3) people’s livelihood — economic
security for all Chinese. Sun Yixian considered nationalism vital.
He said, “The Chinese people ... do not have national spirit.
Therefore even though we have four hundred million people
gathered together in one China, in reality, they are just a heap of
loose sand.” Despite his lasting influence as a revolutionary
leader, Sun lacked the authority and military support to secure
national unity.
Sun turned over the presidency to a powerful general, Yuan
Shikai, who quickly betrayed the democratic ideals of the revo-
lution. His actions sparked local revolts. After the general died in
1916, civil war broke out. Real authority fell into the hands of
provincial warlords or powerful military leaders. They ruled ter-
ritories as large as their armies could conquer.
882 Chapter 30
MAIN IDEA
Identifying
Problems
5> What problems
did the new
Republic of China
face?
World War I Spells More Problems In 1917, the government in Beijing, hoping
for an Allied victory, declared war against Germany. Some leaders mistakenly
believed that for China’s participation the thankful Allies would return control of
Chinese territories that had previously belonged to Germany. However, under the
Treaty of Versailles, the Allied leaders gave Japan those territories.
When news of the Treaty of Versailles reached China, outrage swept the coun-
try. On May 4, 1919, over 3,000 angry students gathered in the center of Beijing.
The demonstrations spread to other cities and exploded into a national movement.
It was called the May Fourth Movement . Workers, shopkeepers, and profession-
als joined the cause. Though not officially a revolution, these demonstrations
showed the Chinese people’s commitment to the goal of establishing a strong, mod-
ern nation. Sun Yixian and members of the Kuomintang also shared the aims of the
movement. But they could not strengthen central rule on their own. Many young
Chinese intellectuals turned against Sun Yixian ’s belief in Western democracy in
favor of Lenin’s brand of Soviet communism.
The Communist Party in China
In 1921, a group met in Shanghai to organize the Chinese Communist Party. Mao
Zedong (mow dzuh*dahng), an assistant librarian at Beijing University, was among
its founders. Later he would become China’s greatest revolutionary leader.
Mao Zedong had already begun to develop his own brand of communism. Lenin
had based his Marxist revolution on his organization in Russia’s cities. Mao envi-
sioned a different setting. He believed he could bring revolution to a rural country
Connect fr>Today
Tiananmen Square
In Tiananmen Square, the Gate of
Heavenly Peace was the site of many
political activities during the 20th century.
Early in the century, May 4, 1919,
thousands of students gathered there to
protest the terms of the Versailles Treaty,
(upper right). The May Fourth Movement
was born that day. The movement marks
the beginning of Chinese nationalism.
Seventy years later, in 1989, students
once again gathered at the square to
demand political reforms. Shortly after
the anniversary of the May 4 event,
thousands— and perhaps a million
people-gathered at the square. On
June 3, 1989, the Chinese army was
ordered to clear the square of all
protesters. Thousands were killed
or injured.
Revolution and Nationalism 883
a Jiang Jieshi and
the Nationalist
forces united China
under one govern-
ment in 1928.
where the peasants could be the true revolutionaries. He argued his point passion-
ately in 1927:
PRIMARY SOURCE &
The force of the peasantry is like that of the raging winds and driving rain. It is rapidly
increasing in violence. No force can stand in its way. The peasantry will tear apart all
nets which bind it and hasten along the road to liberation. They will bury beneath them
all forces of imperialism, militarism, corrupt officialdom, village bosses and evil gentry.
MAO ZEDONG, quoted in Chinese Communism and the Rise of Mao
Lenin Befriends China While the Chinese Communist Party was forming, Sun
Yixian and his Nationalist Party set up a government in south China. Like the
Communists, Sun became disillusioned with the Western democracies that refused to
support his struggling government. Sun decided to ally the Kuomintang with the
newly formed Communist Party. He hoped to unite all the revolutionary groups for
common action.
Lenin seized the opportunity to help China’s Nationalist government. In 1923,
he sent military advisers and equipment to the Nationalists in return for allowing
the Chinese Communists to join the Kuomintang.
Peasants Align with the Communists After Sun Yixian died in 1925, Jiang Jieshi
(jee*ahng jee*shee), formerly called Chiang Kai-shek, headed the Kuomintang. Jiang
was the son of a middle-class merchant. Many of Jiang’s followers were bankers and
businesspeople. Like Jiang, they feared the Communists’ goal of creating a socialist
economy modeled after the Soviet Union’s.
Jiang had promised democracy and political rights to all Chinese. Yet his gov-
ernment became steadily less democratic and more corrupt. Most peasants
believed that Jiang was doing little to improve their lives. As a result, many peas-
ants threw their support to the Chinese Communist Party. To enlist the support of
the peasants, Mao divided land that the Communists won among the local farmers.
Nationalists and Communists Clash At first, Jiang put aside his differences with
the Communists. Together Jiang’s Nationalist forces and the Communists success-
fully fought the warlords. Soon afterward, though, he turned against the Communists.
In April 1927, Nationalist troops and armed gangs moved into Shanghai. They
killed many Communist leaders and trade union members in the city streets.
Similar killings took place in other cities. The Nationalists nearly wiped out the
Chinese Communist Party.
In 1928, Jiang became president of the Nationalist Republic of China. Great
Britain and the United States both formally recognized the new government.
Because of the slaughter of Communists at Shanghai, the Soviet Union did not.
Jiang’s treachery also had long-term effects. The Communists’ deep-seated rage
over the massacre erupted in a civil war that would last until 1949.
Civil War Rages in China
By 1930, Nationalists and Communists were fighting a bloody civil war. Mao and
other Communist leaders established themselves in the hills of south-central
China. Mao referred to this tactic of taking his revolution to the countryside as
“swimming in the peasant sea.” He recruited the peasants to join his Red Army. He
then trained them in guerrilla warfare. Nationalists attacked the Communists
repeatedly but failed to drive them out.
The Long March In 1933, Jiang gathered an army of at least 700,000 men. Jiang’s
army then surrounded the Communists’ mountain stronghold. Outnumbered, the
MAIN IDEA
Analyzing
Primary Sources
What forces
does Mao identify
as those that the
peasants will
overcome?
884 Chapter 30
Huang He
Songpan\
bateau
Shanghai
Snowy Mts.
Tatu R-\\ ( Jia J in Shan )
LudingJ*'
Ruijin
(Juichin)
Loushan
Pass
South China
, Sea
600 Kilometers
History Depth
The Long March, 1934-1935
▼ In one of the more daring and difficult acts of
the march, the Red Army crossed a bridge of iron
chains whose planks had been removed.
^ After finally arriving at the caves in Shaanxi,
Mao declared, "If we can survive all this, we can
survive everything. This is but the first stage of our
Long March. The final stage leads to Peking
[Beijing]!"
▼ The Red Army had to cross the Snowy
Mountains, some of the highest in the world. Every
man carried enough food and fuel to last for ten
days. They marched six to seven hours a day.
The Long March
The Long March of the Chinese Communists from the south of
China to the caves of Shaanxi [shahmshee] in the north is a
remarkable story. The march covered 6,000 miles, about the
distance from New York to San Francisco and back again. They
crossed miles of swampland. They slept sitting up, leaning back-
to-back in pairs, to keep from sinking into the mud and
drowning. In total, the Communists crossed 18 mountain ranges
and 24 rivers in their yearlong flight from the Nationalist forces.
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Movement What was the course of the Long March , in terms of
direction, beginning in Ruijin and ending near Yan'an?
2. Movement Why didn't Mao's forces move west or south?
Route of march
□ Communist base 1934
■I Communist base 1935
Mountains
)={ Pass
Revolution and Nationalism 885
a A Japanese
landing party
approaches the
Chinese mainland.
The invasion forced
Mao and Jiang to
join forces to fight
the Japanese.
Communist Party leaders realized
that they faced defeat. In a daring
move, 100,000 Communist forces
fled. They began a hazardous,
6,000-mile-long journey called
the Long March . Between 1934
and 1935, the Communists kept
only a step ahead of Jiang’s forces.
Thousands died from hunger,
cold, exposure, and battle wounds.
Finally, after a little more than a
year, Mao and the seven or eight
thousand Communist survivors
settled in caves in northwestern
China. There they gained new fol-
lowers. Meanwhile, as civil war
between Nationalists and Communists raged, Japan invaded China. C
Civil War Suspended In 1931, as Chinese fought Chinese, the Japanese watched
the power struggles with rising interest. Japanese forces took advantage of China’s
weakening situation. They invaded Manchuria, an industrialized province in the
northeast part of China.
In 1937, the Japanese launched an all-out invasion of China. Massive bombings
of villages and cities killed thousands of Chinese. The destruction of farms caused
many more to die of starvation. By 1938, Japan held control of a large part of China.
The Japanese threat forced an uneasy truce between Jiang’s and Mao’s forces. The
civil war gradually ground to a halt as Nationalists and Communists temporarily
united to fight the Japanese. The National Assembly further agreed to promote
changes outlined in Sun Yixian’s “Three Principles of the People” — nationalism,
democracy, and people’s livelihood. As you will learn in Section 4, similar principles
were also serving as a guiding force in India and Southwest Asia.
MAIN IDEA
Recognizing
Effects
What were the
results of the Long
March?
SECTION
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Kuomintang • Sun Yixian • May Fourth Movement • Mao Zedong • Jiang Jieshi • Long March
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Whose reforms had a greater
appeal to the peasants? Why?
3. How did the Treaty of Versailles
trigger the May Fourth
Movement?
4. How was Mao's vision of
communism different from that
of Lenin?
5. What started the civil war in
China?
6. RECOGNIZING EFFECTS What influence did foreign
nations have on China from 1912 to 1938?
7. ANALYZING CAUSES What caused the Communist
revolutionary movement in China to gain strength?
8. HYPOTHESIZING If the Long March had failed, do you
think the Nationalist party would have been successful in
uniting the Chinese? Why or why not?
9. WRITING ACTIVITY | REVOLUTION Write a series of
interview questions you would pose to Sun Yixian, Mao
Zedong, and Jiang Jieshi.
CONNECT TO TODAY
REPORTING ON CURRENT EVENTS
Research the selection of the newest Communist Party leader of China. Write a brief
report identifying that person and explaining how this new leader got into office.
886 Chapter 30
Nationalism in India and
Southwest Asia
MAIN IDEA 1 WHY IT MATTERS NOW | TERMS & NAMES
EMPIRE BUILDING Nationalism
triggered independence
movements to overthrow
colonial powers.
These independent nations-
India, Turkey, Iran, and Saudi
Arabia— are key players on the
world stage today.
• Rowlatt Acts
• Amritsar
Massacre
• Mohandas
K. Gandhi
• civil
disobedience
• Salt March
• Mustafa Kemal
SETTING THE STAGE As you learned in Chapter 29, the end of World War I
broke up the Ottoman Empire. The British Empire, which controlled India, began
to show signs of cracking. The weakening of these empires stirred nationalist
activity in India, Turkey, and some Southwest Asian countries. Indian national-
ism had been growing since the mid- 1800s. Many upper-class Indians who
attended British schools learned European views of nationalism and democracy.
They began to apply these political ideas to their own country.
Indian Nationalism Grows
TAKING NOTES
▼ Ali Jinnah,
leader of the
Muslim League
of India, fought
for Indian
independence
from Great
Britain.
Two groups formed to rid India of foreign rule: the primarily Hindu Indian
National Congress, or Congress Party, in 1885, and the Muslim League in 1906.
Though deep divisions existed between Hindus and Muslims, they found com-
mon ground. They shared the heritage of British rule and an understanding of
democratic ideals. These two groups both worked toward the goal of indepen-
dence from the British.
World War I Increases Nationalist Activity Until World War I, the vast major-
ity of Indians had little interest in nationalism. The situation changed as over a
million Indians enlisted in the British army. In return for their service, the British
government promised reforms that would eventually lead to self-government.
In 1918, Indian troops returned home from the war.
They expected Britain to fulfill its promise. Instead,
they were once again treated as second-class citizens.
Categorizing Create a
web diagram identifying
the styles of government
adopted by nations in
this section.
of govermert
Radical nationalists carried out acts of violence to
show their hatred of British rule. To curb dissent, in
1919 the British passed the Rowlatt Acts . These laws
allowed the government to jail protesters without trial
for as long as two years. To Western-educated Indians,
denial of a trial by jury violated their individual rights.
Amritsar Massacre To protest the Rowlatt Acts,
around 10,000 Hindus and Muslims flocked to
Amritsar, a major city in the Punjab, in the spring of
1919. At a huge festival in an enclosed square, they
intended to fast and pray and to listen to political
Revolution and Nationalism 887
speeches. The demonstration, viewed as a nationalist outburst, alarmed the British.
They were especially concerned about the alliance of Hindus and Muslims.
Most people at the gathering were unaware that the British government had
banned public meetings. However, the British commander at Amritsar believed
they were openly defying the ban. He ordered his troops to fire on the crowd with-
out warning. The shooting in the enclosed courtyard continued for ten minutes.
Official reports showed nearly 400 Indians died and about 1 ,200 were wounded.
Others estimate the numbers were higher. Recognizing
News of the slaughter, called the Amritsar Massacre , sparked an explosion of ^ w ^ changes
anger across India. Almost overnight, millions of Indians changed from loyal resulted from the
British subjects into nationalists. These Indians demanded independence. A; Amritsar massacre?
Gandhi's Tactics of Nonviolence
The massacre at Amritsar set the stage for Mohandas K. Gandhi (GAHN*dee) to
emerge as the leader of the independence movement. Gandhi’s strategy for battling
injustice evolved from his deeply religious approach to political activity. His teachings
blended ideas from all of the major world religions, including Hinduism,
Jainism, Buddhism, Islam, and Christianity. Gandhi attracted millions of followers.
Soon they began calling him the Mahatma (muh*HAHT*muh), meaning “great soul.”
Noncooperation When the British failed to punish the officers responsible for the
Amritsar massacre, Gandhi urged the Indian National Congress to follow a policy
of noncooperation with the British government. In 1920, the Congress Party
endorsed civil disobedience , the deliberate and public refusal to obey an unjust
Analyzing Primary Sources
Satyagraha
A central element of Gandhi's philosophy of nonviolence
was called satyagraha , often translated as "soul-force" or
"truth-force."
Nonviolence
In The Origin of Nonviolence, Gandhi offered a warning to
those who were contemplating joining the struggle for
independence.
PRIMARY SOURCE
Passive resistance is a method of securing rights by
personal suffering; it is the reverse of resistance by
arms. When I refuse to do a thing that is repugnant to
my conscience, I use soul-force. For instance, the
government of the day has passed a law which is
applicable to me: I do not like it, if, by using violence, I
force the government to repeal the law, I am employing
what may be termed body-force. If I do not obey the
law and accept the penalty for its breach, I use soul-
force. It involves sacrifice of self.
GANDHI Chapter XVII, Hind Swaraj
PRIMARY SOURCE
[l]t is not at all impossible that we might have to
endure every hardship that we can imagine, and
wisdom lies in pledging ourselves on the understanding
that we shall have to suffer all that and worse. If some
one asks me when and how the struggle may end, I
may say that if the entire community manfully stands
the test, the end will be near. If many of us fall back
under storm and stress, the struggle will be prolonged.
But I can boldly declare, and with certainty, that so long
as there is even a handful of men true to their pledge,
there can only be one end to the struggle, and that is
victory.
GANDHI The Origin of Nonviolence
DOCUMENT-BASED QUESTIONS
1. Comparing How is soul-force different from body-force?
2 . Making Inferences What do Gandhi's writings suggest about his view of suffering? Give
examples from each document
888 Chapter 30
MAIN IDEA
I
Making
Inferences
1/ How did the
Salt March repre-
sent Gandhi's
methods for
change?
law, and nonviolence as the means to
achieve independence. Gandhi then
launched his campaign of civil dis-
obedience to weaken the British gov-
ernment’s authority and economic
power over India.
Boycotts Gandhi called on Indians to
refuse to buy British goods, attend
government schools, pay British taxes,
or vote in elections. Gandhi staged a
successful boycott of British cloth, a
source of wealth for the British. He
urged all Indians to weave their own
cloth. Gandhi himself devoted two
hours each day to spinning his own
yarn on a simple handwheel. He wore only homespun cloth and
encouraged Indians to follow his example. As a result of the boycott,
the sale of British cloth in India dropped sharply.
Strikes and Demonstrations Gandhi’s weapon of civil disobedience took an eco-
nomic toll on the British. They struggled to keep trains running, factories operat-
ing, and overcrowded jails from bursting. Throughout 1920, the British arrested
thousands of Indians who had participated in strikes and demonstrations. But
despite Gandhi’s pleas for nonviolence, protests often led to riots.
The Salt March In 1930, Gandhi organized a demonstration to defy the hated Salt
Acts. According to these British laws, Indians could buy salt from no other source
but the government. They also had to pay sales tax on salt. To show their opposi-
tion, Gandhi and his followers walked about 240 miles to the seacoast. There they
began to make their own salt by collecting seawater and letting it evaporate. This
peaceful protest was called the Salt March .
Soon afterward, some demonstrators planned a march to a site where the British
government processed salt. They intended to shut this saltworks down. Police offi-
cers with steel-tipped clubs attacked the demonstrators. An American journalist
was an eyewitness to the event. He described the “sickening whacks of clubs on
unprotected skulls” and people “writhing in pain with fractured skulls or broken
shoulders.” Still the people continued to march peacefully, refusing to defend
themselves against their attackers. Newspapers across the globe carried the jour-
nalist’s story, which won worldwide support for Gandhi’s independence movement.
More demonstrations against the salt tax took place throughout India.
Eventually, about 60,000 people, including Gandhi, were arrested. B,
a Gandhi adopted
the spinning wheel
as a symbol of
Indian resistance to
British rule. The
wheel was featured
on the Indian
National Congress
flag, a forerunner of
India's national flag.
Britain Grants Limited Self-Rule
Gandhi and his followers gradually reaped the rewards of their civil disobedience
campaigns and gained greater political power for the Indian people. In 1935, the
British Parliament passed the Government of India Act. It provided local self-gov-
ernment and limited democratic elections, but not total independence.
However, the Government of India Act also fueled mounting tensions between
Muslims and Hindus. These two groups had conflicting visions of India’s future as
an independent nation. Indian Muslims, outnumbered by Hindus, feared that
Hindus would control India if it won independence. In Chapter 34, you will read
about the outcome of India’s bid for independence.
Revolution and Nationalism 889
Nationalism in Southwest Asia
The breakup of the Ottoman Empire and growing Western
political and economic interest in Southwest Asia spurred
the rise of nationalism in this region. Just as the people of
India fought to have their own nation after World War I, the
people of Southwest Asia also launched independence
movements to rid themselves of imperial rulers.
Turkey Becomes a Republic At the end of World War I,
the Ottoman Empire was forced to give up all its territories
except Turkey. Turkish lands included the old Turkish home-
land of Anatolia and a small strip of land around Istanbul.
In 1919, Greek soldiers invaded Turkey and threatened to
conquer it. The Turkish sultan was powerless to stop the
Greeks. However, in 1922, a brilliant commander, Mustafa
Kemal (keh*MAHL), successfully led Turkish nationalists
in fighting back the Greeks and their British backers.
After winning a peace, the nationalists overthrew the last
Ottoman sultan.
In 1923, Kemal became the president of the new
Republic of Turkey, the first republic in Southwest Asia. To
achieve his goal of transforming Turkey into a modern
nation, he ushered in these sweeping reforms:
• separated the laws of Islam from the laws of the nation
• abolished religious courts and created a new legal
system based on European law
• granted women the right to vote and to hold public
office
• launched government- funded programs to industrialize
Turkey and to spur economic growth
Kemal died in 1938. From his leadership, Turkey gained a new sense of its
national identity. His influence was so strong that the Turkish people gave him the
name Ataturk — “father of the Turks.”
History Makers
Mustafa Kemal
1881-1938
As president of Turkey Mustafa
Kemal campaigned vigorously to
mold the new republic into a
modern nation. His models were the
United States and other European
countries.
Kemal believed that even the
clothing of the Turks should be
changed to reflect a civilized,
international dress. To reach this goal,
Kemal set rules for clothing. He
required government workers to
wear Western-style business suits
and banned the fez, a brimless red
felt hat that was part of traditional
Turkish clothing.
^ J
Persia Becomes Iran Before World War I, both Great Britain and Russia had
established spheres of influence in the ancient country of Persia. After the war,
when Russia was still reeling from the Bolshevik Revolution, the British tried to
take over all of Persia. This maneuver triggered a nationalist revolt in Persia. In
1921, a Persian army officer seized power. In 1925 he deposed the ruling shah.
Persia’s new leader, Reza Shah Pahlavi (PAL*uh*vee), like Kemal in Turkey, set
out to modernize his country. He established public schools, built roads and rail-
roads, promoted industrial growth, and extended women’s rights. Unlike Kemal,
Reza Shah Pahlavi kept all power in his own hands. In 1935, he changed the name
of the country from the Greek name Persia to the traditional name Iran.
Saudi Arabia Keeps Islamic Traditions While Turkey broke with many Islamic
traditions, another new country held strictly to Islamic law. In 1902, Abd al-Aziz
Ibn Saud (sah*OOD), a member of a once-powerful Arabian family, began a suc-
cessful campaign to unify Arabia. In 1932, he renamed the new kingdom Saudi
Arabia after his family.
Ibn Saud carried on Arab and Islamic traditions. Loyalty to the Saudi govern-
ment was based on custom, religion, and family ties. Like Kemal and Reza Shah,
Ibn Saud brought some modern technology, such as telephones and radios, to his
MAIN IDEA
Comparing
£/ How were
Kemal's leadership
and Reza Shah
Pahlavi's leadership
similar?
890 Chapter 30
country. However, modernization in Saudi
Arabia was limited to religiously acceptable
areas. There also were no efforts to begin to
practice democracy.
Oil Drives Development While nationalism
steadily emerged as a major force in South-
west Asia, the region’s economy was also
taking a new direction. The rising demand for
petroleum products in industrialized countries
brought new oil explorations to Southwest
Asia. During the 1920s and 1930s, European
and American companies discovered enor-
mous oil deposits in Iran, Iraq, Saudi Arabia,
and Kuwait. Foreign businesses invested
huge sums of money to develop these oil
fields. For example, the Anglo-Persian Oil
Company, a British company, started devel-
oping the oil fields of Iran. Geologists later
learned that the land around the Persian Gulf
has nearly two-thirds of the world’s known
supply of oil.
This important resource led to rapid and
dramatic economic changes and develop-
ment. Because oil brought huge profits,
Western nations tried to dominate this region.
Meanwhile, these same Western nations were
about to face a more immediate crisis as
power-hungry leaders seized control in Italy
and Germany.
USSR
TURKEY
CYPRUS
W
SYRIA
LEBANOI
IRAQ
1927
PALESTINI
TRANS-
JORDAN
EGYPT
SAUDI ARABIA
1936
ADEN
PROTECTORATE
Arabian
Sea
YEMEN
800 Kilometers'
Oil Fields, 1938
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Location Along what geographical feature are most of
the oil-producing regions located?
2. Movement How will water transportation routes be
changed by the discovery of oil in the region?
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Rowlatt Acts • Amritsar Massacre • Mohandas K. Gandhi • civil disobedience • Salt March • Mustafa Kemal
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Why do you think the nations
in this section adopted
different styles of government?
3. How did Gandhi's tactics of
civil disobedience affect the
British?
4. How did Southwest Asia
change as a result of
nationalism?
5. How did newly found
petroleum supplies change the
new nations in Southwest Asia?
6. HYPOTHESIZING What do you think a nation might gain
and lose by modernizing?
7. RECOGNIZING EFFECTS How did World War I create an
atmosphere for political change in both India and
Southwest Asia?
8. COMPARING AND CONTRASTING Compare and contrast
the different forms of government adopted by the four
nations in this section.
9. WRITING ACTIVITY POWER AND AUTHORITY Write a
persuasive essay supporting the use of nonviolent
resistance.
CONNECT TO TODAY
GRAPHING OIL EXPORTS
Do research to find out how many barrels of oil have been exported each year for
the last ten years from Iran, Iraq, and Saudi Arabia. Create a graph showing your results.
Revolution and Nationalism 891
Chapter >0 Assessment
TERMS & NAMES
Briefly explain the importance of each of the following in Russia,
China, or India.
1. Bolsheviks
2 . Lenin
3. soviet
4. Joseph Stalin
5. totalitarianism
6 . Mao Zedong
7. Mohandas K. Gandhi
8 . civil disobedience
MAIN IDEAS
Revolutions in Russia Section 1 (pages 867-873)
9. How did World War I lead to the downfall of Czar
Nicholas II?
10. Why did the provisional government fail?
11 . Explain the causes of Russia's civil war and its outcome.
Case Study: Totalitarianism Section 2 (pages 874-881)
12. What are the key traits of totalitarianism?
13. What individual freedoms are denied in a totalitarian
state?
14. How did Joseph Stalin create a totalitarian state in the
Soviet Union?
Imperial China Collapses Section 3 (pages 882-886)
15. Why did the peasants align themselves with the Chinese
Communists?
16. Why did Mao Zedong undertake the Long March?
Nationalism in India and Southwest Asia
Section 4 (pages 887-891)
17. What are some examples of civil disobedience led by
Mohandas Gandhi?
18. What steps did Kemal take to modernize Turkey?
CRITICAL THINKING
1. USING YOUR NOTES
In a diagram show the causes
of changes in government in
the countries listed.
2. FORMING AND SUPPORTING OPINIONS
Which of the weapons of totalitarian governments do you
think is most effective in maintaining control of a country?
Explain.
3. ANALYZING CAUSES
| REVOLUTION] What role did World War I play in the revolutions
and nationalistic uprisings discussed in this chapter?
4. HYPOTHESIZING
| EMPIRE BUILDING | Why were the empires discussed in this
chapter unable to remain in control of all of their lands?
5. RECOGNIZING EFFECTS
| POWER AND AUTHORITY] How did women's roles change under
Stalin in Russia and Kemal in Turkey?
VISUAL SUMMARY
Revolutionary Leaders: 1900-1939
Country
Russia
Russia
China
China
India
Turkey
Career
late 1890s- 1924
early 1900s- 1953
late 1890s- 1925
early 1900s- 1976
late 1800s- 1948
early 1900s- 1938
Key Role
Bolshevik revolu-
tionary and first
ruler of Commu-
nist Russia
Dictator
First president of
the new Republic
of China
Leader of
the Chinese
Communist Party
Leader of the
Indian independ-
ence movement
First president of
the new Republic
of Turkey
Popular
Name
"Father of the
Revolution"
"Man of Steel"
"Father of Modern
China"
"The Great
Helmsman"
"Great Soul"
"Father of the
Turks"
Goal
Promote a world-
wide Communist
revolution led by
workers
Perfect a Commu-
nist state in Russia
through totalitar-
ian rule
Establish a modern
government based
on nationalism,
democracy, and
economic security
Stage a Commu-
nist revolution
in China led by
peasants
Achieve Indian
self-rule through
campaigns of civil
disobedience
Transform Turkey
into a modern
nation
892 Chapter 30
> STANDARDS-BASED ASSESSMENT
Use the quotation and your knowledge of world history to
answers questions 1 and 2
Additional Test Practice, pp. S1-S33
PRIMARY SOURCE
India does not need to be industrialized in the modern
sense of the term. It has 7,500,000 villages scattered over a
vast area 1,900 miles long, 1,500 broad. The people are
rooted to the soil, and the vast majority are living a hand-
to-mouth life. . . . Agriculture does not need revolutionary
changes. The Indian peasant requires a supplementary
industry. The most natural is the introduction of the
spinning-wheel.
MOHANDAS K. GANDHI, Letter to Sir Daniel Hamilton
1. What picture does Gandhi present of India and its people?
A. India is adequately industrialized.
B. India is dominated by the British.
C. India is primarily an agricultural nation.
D. Indians are well-off and do not need additional industries.
Use the graph and your knowledge of world history to
answer question 3.
Oil Output, 1910-1940
1910 1915 1920 1925 1930 1935 1940
■ Iran ■ Iraq ■ Saudi Arabia
Source: International Historical Statistics
3. Between which years did Iran show a dramatic increase in oil
production?
2 . What did Gandhi believe about the spinning wheel?
A. Gandhi believed that the spinning wheel would make
Indians less dependent on the British economy.
B. Gandhi believed that the spinning wheel was a threat to the
Indian economy.
C. Gandhi believed the main economic industry in India should
be spinning cloth.
D. Gandhi believed the spinning wheel was not necessary to
the Indian economy.
A. 1910-1920
B. 1920-1925
C. 1930-1935
D. 1935-1940
INTEGRATED TECHNOLOGY
TEST PRACTICE Go to classione.com
• Diagnostic tests • Strategies
• Tutorials • Additional practice
ALTERNATIVE ASSESSMENT
1. Interact with History
On page 866, you played the role of a citizen whose country
was brimming with revolutionary activity. You evaluated two
tactics for change— violence and nonviolence. Now that you
have read the chapter, how would you assess the pros and
cons of Mao's and Gandhi's strategies? What role did violence
play in the Russian and Chinese revolutions? How successful
were Gandhi's nonviolent methods in India? Discuss your
opinions in a small group.
2. f\.\ WRITING ABOUT HISTORY
Write a science fiction story about a totalitarian state that
uses modern technology to spread propaganda and control
people. Refer to the case study on totalitarianism for ideas.
Consider the following:
• the need to control information
• methods to control the actions of people
• reasons people oppose totalitarian control of a country
INTEGRATED TECHNOLOGY
Writing a Documentary Film Script
Write a documentary film script profiling a country where
nationalistic revolutionary movements are currently active.
Consider the following:
• What type of government is currently in power?
(constitutional monarchy, single-party dictatorship, theocracy,
republic) How long has it been in power?
• Who are the top political leaders, and how are they viewed
inside and outside the country?
• Do citizens have complaints about their government? What
are they?
• What nationalist revolutionary groups are active? What are
their goals and strategies?
The script should also include narration, locations, sound,
and visuals.
Revolution and Nationalism 893
CHAPTER
Years of Crisis, 1919-1939
Previewing Main Ideas
) SCIENCE AND TECHNOLOGY | In the 1920s, new scientific ideas changed
the way people looked at the world. New inventions improved transportation
and communication.
Geography Innovations in transportation allowed pilot Charles Lindbergh
to fly solo from North America across the Atlantic Ocean. Toward what
continent did Lindbergh fly?
I ECONOMICS The collapse of the American economy in 1929 triggered a
depression that threatened the economic and political systems of countries
throughout the world.
Geography Study the map and time line. What events occurred after the
economic crisis that changed the balance of world power?
I POWER AND AUTHORITY! In the 1930s, several countries-including Japan,
Germany, and Italy— adopted aggressive, militaristic policies.
Geography What land did Germany invade in 1939?
INTEGRATED TECHNOLOGY
1
feEdition r 1
1 INTERNET RESOURCES
• Interactive Maps
Go to classzone.com for:
• Interactive Visuals
• Research Links
• Maps
• Interactive Primary Sources
• Internet Activities
• Test Practice
• Primary Sources
• Chapter Quiz
• Current Events
*-
1927
1929
| < American pilot
US stock market
§ Charles Lindbergh
crashes; Great
,s y crosses Atlantic.
Depression begins.
SWEDEN
Baltic
Sea
MEMELTERR.
March 1939
GREAT
BRITAIN
PRUSSIA
(Get) P
Germany invades Poland,
Sept 1933
GERMANY
Conic Projection
LUXEMBOURG
AUSTRIA
March 1938
FRANCE
switz. m
(S=ft* -■ i,Lj
HUNGARY
H Germany, 1935
B German annexations
■ Italy. 1935
Italian annexation
YUGOSLAVIA
ITALY
BULGARIA
GREECE
¥u' ‘ * y
1936
< Spanish
Civil War
begins.
1933
Hitler is named
German chancellor.
1939
Germany and Soviet Union
sign nonaggression pact.
1931
Hirohito's
Japan seizes
Manchuria. ►
1935
Ethiopia is invaded
by Italian forces.
1935
>
y. A
KWii
Expansion in Europe, 1931-1939
V
.. ?
Interact
with
History
Which candidate
will you choose ?
On a spring evening in the early 1930s during the Great Depression, you are
one of thousands of Germans gathered at an outdoor stadium in Munich. You
are unemployed; your country is suffering. Like everyone else, you have come
to this mass meeting to hear two politicians campaigning for office. Huge
speakers blare out patriotic music, while you and the rest of the crowd wait
impatiently for the speeches to begin.
Before long you will have to cast your ballot.
First candidate's platform
Second candidate's platform
• Remember Germany's long and
• Realize that there are no
glorious past
simple or quick solutions to
• Replace our present indecisive
problems
leadership with a strong,
• Put people back to work, but
effective leader
economic recovery will be
• Rebuild the army to protect
slow
against enemies
• Provide for the poor, elderly,
! • Regain the lands taken unfairly
and sick
from us
• Avoid reckless military
• Make sacrifices to return to
spending
economic health
• Act responsibly to safeguard
• Put the welfare of the state
democracy
above all, and our country will
• Be a good neighbor country;
be a great power again
honor our debts and treaty
commitments
EXAMINING the ISSUES
What strategy does each candidate have for solving the
nation's problems?
EXAMINING the ISSUES
What strategy does each candidate have for solving the
nation's problems?
Which candidate makes the stronger appeal to the
listener's emotions?
As a class, discuss these questions. In your discussion, remember
what you have read about the defeated nations’ bitterness toward
the Versailles Treaty following World War I. As you read this
chapter, notice that dictators were voted into power as people lost
faith in democratic government in the 1920s and 1930s.
Postwar Uncertainty
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
SCIENCE AND TECHNOLOGY
Postwar trends in physics,
• Albert
• existentialism
The postwar period was one of
psychiatry, art, literature,
Einstein
• Friedrich
loss and uncertainty but also
communication, music, and
• theory of
Nietzsche
one of invention, creativity, and
transportation still affect our
relativity
• surrealism
new ideas.
lives.
• Sigmund
Freud
• jazz
• Charles Lindbergh
SETTING THE STAGE The horrors of World War I shattered the Enlightenment
belief that progress would continue and reason would prevail. In the postwar
period, people began questioning traditional beliefs. Some found answers in new
scientific developments, which challenged the way people looked at the world.
Many enjoyed the convenience of technological improvements in transportation
and communication. As society became more open, women demanded more
rights, and young people adopted new values. Meanwhile, unconventional styles
and ideas in literature, philosophy, and music reflected the uncertain times.
A New Revolution in Science
The ideas of Albert Einstein and Sigmund Freud had an enormous impact on the
20th century. These thinkers were part of a scientific revolution as important as
that brought about centuries earlier by Copernicus and Galileo.
Impact of Einstein's Theory of Relativity German-born physicist Albert
Einstein offered startling new ideas on space, time, energy, and matter. Scientists
had found that light travels at exactly the same speed no matter what direction it
moves in relation to earth. In 1905, Einstein theorized that while the speed of
light is constant, other things that seem constant, such as space and time, are not.
Space and time can change when measured relative to an object moving near the
speed of light — about 186,000 miles per second. Since relative motion is the key
to Einstein’s idea, it is called the theory of relativity . Einstein’s ideas had impli-
cations not only for science but also for how people viewed the world. Now
uncertainty and relativity replaced Isaac Newton’s comforting belief of a world
operating according to absolute laws of motion and gravity.
Influence of Freudian Psychology The ideas of Austrian physician Si gmund
Freud were as revolutionary as Einstein’s. Freud treated patients with psycho-
logical problems. From his experiences, he constructed a theory about the human
mind. He believed that much of human behavior is irrational, or beyond reason.
He called the irrational part of the mind the unconscious. In the unconscious, a
number of drives existed, especially pleasure- seeking drives, of which the con-
scious mind was unaware. Freud’s ideas weakened faith in reason. Even so, by
the 1920s, Freud’s theories had developed widespread influence.
TAKING NOTES
Summarizing Use a
chart to identify two
people who contributed
to each field.
Field
Contributors
science
literature
and
philosophy
art and
Music
technology
Years of Crisis 897
Literature in the 1920s
The brutality of World War I caused philosophers and writers to question accepted
ideas about reason and progress. Disillusioned by the war, many people also feared
the future and expressed doubts about traditional religious beliefs. Some writers
and thinkers expressed their anxieties by creating disturbing visions of the present
and the future.
In 1922, T. S. Eliot, an American poet living in England, wrote that Western
society had lost its spiritual values. He described the postwar world as a barren
“wasteland,” drained of hope and faith. In 1921, the Irish poet William Butler Yeats
conveyed a sense of dark times ahead in the poem “The Second Coming”: “Things
fall apart; the centre cannot hold; / Mere anarchy is loosed upon the world.”
Writers Reflect Society's Concerns The horror of war made a deep impression
on many writers. The Czech-born author Franz Kafka wrote eerie novels such as
The Trial (1925) and The Castle (1926). His books feature people caught in threat-
ening situations they can neither understand nor escape. The books struck a chord
among readers in the uneasy postwar years.
Many novels showed the influence of Freud’s theories on the unconscious. The
Irish-born author James Joyce gained widespread attention with his stream-of-
consciousness novel Ulysses (1922). This book focuses on a single day in the lives
of three people in Dublin, Ireland. Joyce broke with normal sentence structure and
vocabulary in a bold attempt to mirror the workings of the human mind.
Thinkers React to Uncertainties In their search for meaning in an uncertain world,
some thinkers turned to the philosophy known as existentialism . A major leader of
this movement was the philosopher Jean Paul Sartre (SAHR*truh) of France.
Existentialists believed that there is no universal meaning to life. Each person creates
his or her own meaning in life through choices made and actions taken.
Vocabulary
stream of conscious-
ness: a literary tech-
nique used to
present a character's
thoughts and feel-
ings as they develop
Analyzing Primary Sources
Writers of the "Lost Generation"
During the 1920s, many American writers,
musicians, and painters left the United States
to live in Europe. These expatriates, people
who left their native country to live elsewhere,
often settled in Paris. American writer Gertrude
Stein called them the "Lost Generation" They
moved frantically from one European city to
another, trying to find meaning in life. Life
empty of meaning is the theme of F. Scott
Fitzgerald's The Great Gatsby (1925).
PRIMARY SOURCE
And as I sat there brooding on the old, unknown
world, I thought of Gatsb/s wonder when he first
picked out the green light at the end of Daisy's dock.
He had come a long way to this blue lawn, and his
dream must have seemed so close that he could
hardly fail to grasp it. He did not know that it was
already behind him, somewhere back in that vast
obscurity beyond the city, where the dark fields of
the republic rolled on under the night.
Gatsby believed in the green light, the . . . future that
year by year recedes before us. It eluded us then, but that's
no matter— tomorrow we will run faster, stretch out our
arms farther. . . . And one fine morning—
So we beat on, boats against the current, borne back
ceaselessly into the past.
F. SCOTT FITZGERALD, The Great Gatsby
A 1920s
photo of
F. Scott
Fitzgerald
DOCUMENT-BASED QUESTIONS
1 . Making Inferences What seems to be the narrator's attitude toward the future?
2. Drawing Conclusions How would you describe the overall mood of the excerpt ?
898 Chapter 3 1
The existentialists were influenced by the German philosopher Friedrich
Nietzsche (NEE*chuh). In the 1880s, Nietzsche wrote that Western ideas such as
reason, democracy, and progress had stifled people’s creativity and actions.
Nietzsche urged a return to the ancient heroic values of pride, assertiveness, and
strength. His ideas attracted growing attention in the 20th century and had a great
impact on politics in Italy and Germany in the 1920s and 1930s.
Making
Inferences
What was the
major trend in
postwar art?
Revolution in the Arts
Although many of the new directions in painting and music began in the prewar
period, they evolved after the war.
Artists Rebel Against Tradition Artists rebelled against earlier realistic styles of
painting. They wanted to depict the inner world of emotion and imagination rather
than show realistic representations of objects. Expressionist painters like Paul Klee
and Wassily Kandinsky used bold colors and distorted or exaggerated forms.
Inspired by traditional African art, Georges Braque of France and Pablo Picasso
of Spain founded Cubism in 1907. Cubism transformed natural shapes into geo-
metric forms. Objects were broken down into different parts with sharp angles and
edges. Often several views were depicted at the same time.
Surrealism , an art movement that sought to link the world of dreams with
real life, was inspired by Freud’s ideas. The term surreal means “beyond or above
reality.” Surrealists tried to call on the unconscious part of their minds. Many
of their paintings have an eerie, dreamlike quality and depict objects in unrealis-
tic ways, kj
Composers Try New Styles In both classical and popular music, composers
moved away from traditional styles. In his ballet masterpiece, The Rite of Spring , the
Russian composer Igor Stravinsky used irregular rhythms and dissonances, or harsh
combinations of sound. The Austrian composer Arnold Schoenberg rejected tradi-
tional harmonies and musical scales.
A new popular musical style called jazz emerged in the United States. It was
developed by musicians, mainly African Americans, in New Orleans, Memphis,
and Chicago. It swept the United States and Europe. The lively, loose beat of jazz
seemed to capture the new freedom of the age.
◄ The
Persistence of
Memory (1931),
a surrealist work
by Spanish artist
Salvador Dali,
shows watches
melting in a
desert.
Years of Crisis 899
a Women like
these marching
in a 1912
suffrage parade
in New York City
helped gain
American
women's right to
vote in 1920.
Society Challenges Convention
World War I had disrupted traditional social patterns. New ideas and ways of life
led to a new kind of individual freedom during the 1920s. Young people especially
were willing to break with the past and experiment with modern values.
Women's Roles Change The independent spirit of the times showed clearly in the
changes women were making in their lives. The war had allowed women to take on
new roles. Their work in the war effort was decisive in helping them win the right
to vote. After the war, women’s suffrage became law in many countries, including
the United States, Britain, Germany, Sweden, and Austria.
Women abandoned restrictive clothing and hairstyles. They wore shorter, looser
garments and had their hair “bobbed,” or cut short. They also wore makeup, drove
cars, and drank and smoked in public. Although most women still followed tradi-
tional paths of marriage and family, a growing number spoke out for greater free-
dom in their lives. Margaret Sanger and Emma Goldman risked arrest by speaking
in favor of birth control. As women sought new careers, the numbers of women in
medicine, education, journalism, and other professions increased.
MAIN IDEA
Summarizing
B ) How did the
changes of the
postwar years affect
women?
Technological Advances Improve Life
During World War I, scientists developed new drugs and medical treatments that
helped millions of people in the postwar years. The war’s technological advances
were put to use to improve transportation and communication after the war.
The Automobile Alters Society The automobile benefited from a host of wartime
innovations and improvements — electric starters, air-filled tires, and more powerful
engines. Cars were now sleek and brightly polished, complete with headlights and
chrome-plated bumpers. In prewar Britain, autos were owned exclusively by the
rich. British factories produced 34,000 autos in 1913. After the war, prices dropped,
and the middle class could afford cars. By 1937, the British were producing 51 1,000
autos a year.
900 Chapter 31
ID EA
Recognizing
Effects
C>What were the
results of the
peacetime adapta-
tions of the technol-
ogy of war?
Increased auto use by the average family led to lifestyle changes. More people
traveled for pleasure. In Europe and the United States, new businesses opened to
serve the mobile tourist. The auto also affected where people lived and worked.
People moved to suburbs and commuted to work in the cities.
Airplanes Transform Travel International air travel became an objective after the
war. In 1919, two British pilots made the first successful flight across the Atlantic,
from Newfoundland to Ireland. In 1927, an American pilot named Charles
Lindberg h captured world attention with a 3 3 -hour solo flight from New York to
Paris. Most of the world’s major passenger airlines were established during the 1920s.
At first only the rich were able to afford air travel. Still, everyone enjoyed the exploits
of the aviation pioneers, including those of Amelia Earhart. She was an American
who, in 1932, became the first woman to fly solo across the Atlantic.
Radio and Movies Dominate Popular Entertainment Guglielmo Marconi con-
ducted his first successful experiments with radio in 1895. However, the real push
for radio development came during World War I.
In 1920, the world’s first commercial radio station — KDKA in Pittsburgh,
Pennsylvania — began broadcasting. Almost overnight, radio mania swept the
United States. Every major city had stations broadcasting news, plays, and even
live sporting events. Soon most families owned a radio.
Motion pictures were also a major industry in the 1920s. Many countries, from
Cuba to Japan, produced movies. In Europe, film was a serious art form. However,
in the Hollywood district of Los Angeles, where 90 percent of all films were made,
movies were entertainment.
The king of Hollywood’s silent screen was the English-born Charlie Chaplin, a
comic genius best known for his portrayal of the lonely little tramp bewildered by
life. In the late 1920s, the addition of sound transformed movies.
The advances in transportation and communication that followed the war had
brought the world in closer touch. Global prosperity came to depend on the eco-
nomic well-being of all major nations, especially the United States.
a Dressed in a
ragged suit and
oversize shoes,
Charlie Chaplin's
little tramp used
gentle humor to
get himself out
of difficult
situations.
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Albert Einstein • theory of relativity • Sigmund Freud • existentialism • Friedrich Nietzsche • surrealism • jazz • Charles Lindbergh
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. In your opinion, whose
contribution has had the most
lasting impact?
Field
Contributors
science
literature
and
philosophy
3. Why were the ideas of Einstein
and Freud revolutionary?
4. How did literature in the 1920s
reflect the uncertainty of the
period?
5. What impact did the increased
use of the automobile have on
average people?
6. HYPOTHESIZING Why do you think writers and artists
began exploring the unconscious?
7. DEVELOPING HISTORICAL PERSPECTIVE Why did some
women begin demanding more political and social
freedom?
8. MAKING INFERENCES Why were new medical treatments
and inventions developed during World War I?
9. WRITING ACTIVITY SCIENCE AND TECHNOLOGY Write an
advertisement that might have appeared in a 1920s
newspaper or magazine for one of the technological
innovations discussed in this section.
CONNECT TO TODAY
PREPARING AN ORAL REPORT
Movies in the 1920s reflected the era. What do films made today say about our age? Review
some recent, representative films and present your ideas in an oral report.
Years of Crisis 901
Social History
Labor-Saving Devices in
the United States
Several changes that took place during the 1920s made the use of
electrical household appliances more widespread.
• Wiring for electricity became common. In 1917, only 24 percent of
U.S. homes had electricity; by 1930, that figure was almost 70 percent.
• Merchants offered the installment plan, which allowed buyers to
make payments over time. That way, people could purchase
appliances even if they didn’t have the whole price.
• The use of advertising grew. Ads praised appliances, claiming that
they would shorten tasks and give women more free time.
T Washing Machine
To do laundry manually, women had to
carry and heat about 50 gallons of water
for each load. They rubbed the clothes
on ridged washboards, rinsed them in
tubs, and wrung them out by hand.
This early electric washing machine,
photographed in 1933, made the job
less strenuous. The casters on the legs
made it easier to move tubs of water.
The two rollers at the top of the
machine squeezed water from clothes.
That innovation alone saved women's
wrists from constant strain.
Ironically, the new labor-saving devices generally did not decrease
the amount of time women spent doing housework. Because the tasks
became less physically difficult, many families stopped hiring servants
to do the work and relied on the wife to do all the jobs herself.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on daily life
in the 1920s, go to classzone.com
T Refrigerator
People used to keep perishable food in iceboxes cooled by large
chunks of ice that gradually melted and had to be replaced.
Electric refrigerators, like the one in this 1929 advertisement, kept
the food at a fairly constant temperature, which reduced spoilage.
Because food kept longer, housewives could shop less frequently.
y y° u ' 11 bu T t e e "
Frigidaire
(If rL mjfce Unit ** wt •
tV;vc £ vriV i£T,cc of matoflf ** ,
- *•
•» M ■ *,« Wr > «■> w r r *=■>>
Slrt'lUiave nul a i-tiwHl v*
,Vt*l \\'*rvy J* WJJj w it yowl
tJ in »' Call « tMr T , .i^Utrr
^ L1 i U al U<1 - • laLrtfcV'* uTVtt,,V ' pW ^ r TciK
...ualUH VT7 T, V. !,
: . w
5«r Wf uaE*.^*
> DATA FILE
APPLIANCES IN
THE HOME
• In 1929, a survey of 100 Ford
employees showed that 98 of
them had electric irons in their
homes.
• The same survey showed that
49 of the 100 had washing
machines at home.
Stop This!
Wit# « --'ib. I.r^i
Connect to Today
1. Analyzing Issues What benefits did
advertisers promise that the new
electrical appliances would provide
for women? Explain whether women
actually received those benefits.
See Skillbuilder Handbook, page R17.
2. Comparing and Contrasting Ask two
or three adults about the way that
technology has affected their work life
and whether modern technologies are
"labor-saving devices." How do your
findings compare to the effect of
electrical appliances in the 1920s?
Five women’s magazine editors agree
that women would sit to iron if they could
</> 1500
1300
1100
Mechanical Washing
Machines Shipped
V
bQ
E
900
700
500
1927
1931
1935
1939
Source: Historical Statistics of
the United States
◄ Vacuum Cleaner
This 1920 ad promised "Twice as
many rooms cleaned. . . . twice as
much leisure left for you to enjoy."
However, women rarely
experienced that benefit. Because
the new appliances made
housework easier, people began to
expect homes to be cleaner. As a
result, many women vacuumed more
often and generally used their
newfound "leisure" time to do even
more household chores than before.
▲ Iron
Before electrical appliances, women heated irons on a stove. The irons cooled quickly, and
as they did so, women had to push down harder to press out wrinkles. Early electric irons
also had inconsistent heat. This 1926 ad offered an electric iron that stayed evenly hot, so
women didn't have to put so much force into their ironing. Therefore, they could iron
sitting down.
Coffee Pot ►
The electric coffee pot shown in this 1933
photograph was a vacuum pot. The water
in the bottom chamber would come to a
boil and bubble up into the top chamber,
where the grounds were. The resulting
vacuum in the lower chamber pulled the
liquid back through the grounds and into
the lower chamber.
500
Persons Employed as
Private Laundress
1920 1930 1940 1950
Source: Historical Statistics of
the United States
903
A Worldwide Depression
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
ECONOMICS An economic
Many social and economic
• coalition
• Franklin D.
depression in the United States
programs introduced worldwide
government
Roosevelt
spread throughout the world
to combat the Great Depression
• Weimar
• New Deal
and lasted for a decade.
are still operating.
Republic
• Great
Depression
SETTING THE STAGE By the late 1920s, European nations were rebuilding war-
torn economies. They were aided by loans from the more prosperous United States.
Only the United States and Japan came out of the war in better financial shape than
before. In the United States, Americans seemed confident that the country would
continue on the road to even greater economic prosperity. One sign of this was the
booming stock market. Yet the American economy had serious weaknesses that were
soon to bring about the most severe economic downturn the world had yet known.
TAKING NOTES
Recognizing Effects
Use a diagram to show
the effects of the Great
Depression in the
United States.
Postwar Europe
In both human suffering and economic terms, the cost of World War I was immense.
The Great War left every major European country nearly bankrupt. In addition,
Europe’s domination in world affairs declined after the war.
Unstable New Democracies War’s end saw the sudden rise of new democra-
cies. From 1914 to 1918, Europe’s last absolute rulers had been overthrown. The
first of the new governments was formed in Russia in 1917. The Provisional
Government, as it was called, hoped to establish constitutional and democratic
rule. However, within months it had fallen to a Communist dictatorship. Even so,
for the first time, most European nations had democratic governments.
Many citizens of the new democracies had little experience with representa-
tive government. For generations, kings and emperors had ruled Germany and
the new nations formed from Austria-Hungary. Even in France and Italy, whose
parliaments had existed before World War I, the large number of political parties
made effective government difficult. Some countries had a dozen or more polit-
ical groups. In these countries, it was almost impossible for one party to win
enough support to govern effectively. When no single party won a majority, a
coalition government , or temporary alliance of several parties, was needed to
form a parliamentary majority. Because the parties disagreed on so many poli-
cies, coalitions seldom lasted very long.
Frequent changes in government made it hard for democratic countries to
develop strong leadership and move toward long-term goals. The weaknesses of
a coalition government became a major problem in times of crisis. Voters in sev-
eral countries were then willing to sacrifice democratic government for strong,
authoritarian leadership.
904 Chapter 31
MAIN IDEA
Identifying
Problems
A> What political
problems did the
Weimar Republic
face?
The Weimar Republic
Germany’s new democratic government was set up in 1919. Known as the Weimar
(WY*mahr) Republic , it was named after the city where the national assembly
met. The Weimar Republic had serious weaknesses from the start. First, Germany
lacked a strong democratic tradition. Furthermore, postwar Germany had several
major political parties and many minor ones. Worst of all, millions of Germans
blamed the Weimar government, not their wartime leaders, for the country’s defeat
and postwar humiliation caused by the Versailles Treaty. A,
Inflation Causes Crisis in Germany Germany also faced enormous economic
problems that had begun during the war. Unlike Britain and France, Germany had
not greatly increased its wartime taxes. To pay the expenses of the war, the
Germans had simply printed money. After Germany’s defeat, this paper money
steadily lost its value. Burdened with heavy reparations payments to the Allies and
with other economic problems, Germany printed even more money. As a result, the
value of the mark, as Germany’s currency was called, fell sharply. Severe inflation
set in. Germans needed more and more money to buy even the most basic goods.
For example, in Berlin a loaf of bread cost less than a mark in 1918, more than 160
marks in 1922, and some 200 billion marks by late 1923. People took wheelbar-
rows full of money to buy food. As a result, many Germans questioned the value
of their new democratic government.
▼ German
children use
stacks of money
as building
blocks during
the 1923
inflation.
Attempts at Economic Stability
Germany recovered from the 1923
inflation thanks largely to the work
of an international committee. The
committee was headed by Charles
Dawes, an American banker. The
Dawes Plan provided for a $200 mil-
lion loan from American banks to
stabilize German currency and
strengthen its economy. The plan
also set a more realistic schedule for
Germany’s reparations payments.
Put into effect in 1924, the Dawes
Plan helped slow inflation. As the
German economy began to recover, it
attracted more loans and investments
from the United States. By 1929,
German factories were producing as
much as they had before the war.
Efforts at a Lasting Peace As
prosperity returned, Germany’s for-
eign minister, Gustav Stresemann
(STRAY*zuh*MAHN), and France’s
foreign minister, Aristide Briand
(bree*AHND), tried to improve rela-
tions between their countries. In
1925, the two ministers met in
Locarno, Switzerland, with officials
from Belgium, Italy, and Britain.
They signed a treaty promising that
France and Germany would never
Years of Crisis 905
again make war against each other. Germany also agreed to respect the existing
borders of France and Belgium. It then was admitted to the League of Nations.
In 1928, the hopes raised by the “spirit of Locarno” led to the Kellogg-Briand
peace pact. Frank Kellogg, the U.S. Secretary of State, arranged this agreement
with France’s Briand. Almost every country in the world, including the Soviet
Union, signed. They pledged “to renounce war as an instrument of national policy.”
Unfortunately, the treaty had no means to enforce its provisions. The League of
Nations, the obvious choice as enforcer, had no armed forces. The refusal of the
United States to join the League also weakened it. Nonetheless, the peace agree-
ments seemed a good start.
Financial Collapse
In the late 1920s, American economic prosperity largely sustained the world econ-
omy. If the U.S. economy weakened, the whole world’s economic system might col-
lapse. In 1929, it did.
A Flawed U.S. Economy Despite prosperity, several weaknesses in the U.S.
economy caused serious problems. These included uneven distribution of wealth,
overproduction by business and agriculture, and the fact that many Americans
were buying less.
By 1929, American factories were turning out nearly half
of the world’s industrial goods. The rising productivity led
to enormous profits. However, this new wealth was not
evenly distributed. The richest 5 percent of the population
received 33 percent of all personal income in 1929. Yet 60
percent of all American families earned less than $2,000 a
year. Thus, most families were too poor to buy the goods
being produced. Unable to sell all their goods, store owners
eventually cut back their orders from factories. Factories in
turn reduced production and laid off workers. A downward
economic spiral began. As more workers lost their jobs,
families bought even fewer goods. In turn, factories made
further cuts in production and laid off more workers.
During the 1920s, overproduction affected American
farmers as well. Scientific farming methods and new farm
machinery had dramatically increased crop yields.
American farmers were producing more food. Meanwhile,
they faced new competition from farmers in Australia, Latin
America, and Europe. As a result, a worldwide surplus of
agricultural products drove prices and profits down.
Unable to sell their crops at a profit, many farmers could
not pay off the bank loans that kept them in business. Their
unpaid debts weakened banks and forced some to close. The
danger signs of overproduction by factories and farms
should have warned people against gambling on the stock
market. Yet no one heeded the warning. Os
The Stock Market Crashes In 1929, New York City’s Wall
Street was the financial capital of the world. Banks and
investment companies lined its sidewalks. At Wall Street’s
New York Stock Exchange, optimism about the booming
U.S. economy showed in soaring prices for stocks. To get in
on the boom, many middle-income people began buying
History in Depth
Investing in Stocks
Stocks are shares of ownership in a
company. Businesses get money to
operate by selling "shares" of stock to
investors, or buyers. Companies pay
interest on the invested money in the
form of dividends to the shareholders.
Dividends rise or fall depending on a
company's profits.
Investors do not buy stocks
directly from the company; instead,
stockbrokers transact the business of
buying and selling.
Investors hope to make more
money on stocks than if they put
their money elsewhere, such as in a
savings account with a fixed rate of
interest. However, if the stock price
goes down, investors lose money
when they sell their stock at a lower
price than when they bought it.
Stock Prices, 1925-1933
1925 1926 1927 1928 1929 1930 1931 1932 1933
Source: Historical Statistics of the United States
\ J
MAIN ID EA
Identifying
Problems
5/ What major
weaknesses had
appeared in the
American economy
by 1929?
906 Chapter 3 1
Life in the Depression
During the Great Depression of 1929 to
1939, millions of people worldwide lost
their jobs or their farms. At first the
unemployed had to depend on the charity
of others for food, clothing, and shelter.
Many, like the men in this photo taken
in New York City, made their home in
makeshift shacks. Local governments and
charities opened soup kitchens to provide
free food. There were long lines of
applicants for what work was available,
and these jobs usually paid low wages.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY Create a photo-essay
on the Great Depression in the United
States. Go to classzone.com for your
research.
stocks on margin. This meant that they paid a small percentage of a stock’s price
as a down payment and borrowed the rest from a stockbroker. The system worked
well as long as stock prices were rising. However, if they fell, investors had no
money to pay off the loan.
In September 1929, some investors began to think that stock prices were unnat-
urally high. They started selling their stocks, believing the prices would soon go
down. By Thursday, October 24, the gradual lowering of stock prices had become
an all-out slide downward. A panic resulted. Everyone wanted to sell stocks, and
no one wanted to buy. Prices plunged to a new low on Tuesday, October 29. A
record 16 million stocks were sold. Then the market collapsed.
The Great Depression
People could not pay the money they owed on margin purchases. Stocks they had
bought at high prices were now worthless. Within months of the crash, unemploy-
ment rates began to rise as industrial production, prices, and wages declined. A
long business slump, which would come to be called the Great Depression , fol-
lowed. The stock market crash alone did not cause the Great Depression, but it
quickened the collapse of the economy and made the Depression more difficult. By
1932, factory production had been cut in half. Thousands of businesses failed, and
banks closed. Around 9 million people lost the money in their savings accounts
when banks had no money to pay them. Many farmers lost their lands when they
could not make mortgage payments. By 1933, one-fourth of all American workers
had no jobs.
A Global Depression The collapse of the American economy sent shock waves
around the world. Worried American bankers demanded repayment of their overseas
Vocabulary loans, and American investors withdrew their money from Europe. The American
by ^govern mention mar ^ et f° r European goods dropped sharply as the U.S. Congress placed high tariffs
imported or on imported goods so that American dollars would stay in the United States and pay
exported goods for American goods. This policy backfired. Conditions worsened for the United
Years of Crisis 907
Percent of Work Force
Unemployment Rate, 1928-1938
World Trade, 1929-1933
20
30
25
10
15
0
5
■ Great Britain ■ Germany ■ United States
Sources: European Historical Statistics: 1750-1970;
Historical Statistics of the United States: Colonial Times to 1970.
1928 1930 1932 1934 1936 1938
1929 1930 1931 1932 1933
■ World imports ■ World exports
Source: Kenneth Oye, Economic Discrimination and Political Exchange
SKILLBUILDER: Interpreting Graphs
1 . Comparing What nation had the highest rate of unemployment ? How high did it reach?
2. Clarifying Between 1929 and 1933 , how much did world exports drop? What about
world imports?
States. Many countries that depended on exporting goods to the United States also
suffered. Moreover, when the United States raised tariffs, it set off a chain reaction.
Other nations imposed their own higher tariffs. World trade dropped by 65 percent.
This contributed further to the economic downturn. Unemployment rates soared.
Effects Throughout the World Because of war debts and dependence on
American loans and investments, Germany and Austria were particularly hard hit.
In 1 93 1 , Austria’s largest bank failed. In Asia, both farmers and urban workers suf-
fered as the value of exports fell by half between 1929 and 1931. The crash was felt
heavily in Latin America as well. As European and U.S. demand for such Latin
American products as sugar, beef, and copper dropped, prices collapsed.
The World Confronts the Crisis
The Depression confronted democracies with a serious challenge to their economic
and political systems. Each country met the crisis in its own way.
Britain Takes Steps to Improve Its Economy The Depression hit Britain severely.
To meet the emergency, British voters elected a multiparty coalition known as the
National Government. It passed high protective tariffs, increased taxes, and regulated
the currency. It also lowered interest rates to encourage industrial growth. These meas-
ures brought about a slow but steady recovery. By 1937, unemployment had been cut
in half, and production had risen above 1929 levels. Britain avoided political extremes
and preserved democracy.
France Responds to Economic Crisis Unlike Britain, France had a more self-
sufficient economy. In 1930, it was still heavily agricultural and less dependent on
foreign trade. Nevertheless, by 1935, one million French workers were unemployed.
The economic crisis contributed to political instability. In 1933, five coalition
governments formed and fell. Many political leaders were frightened by the growth
of antidemocratic forces both in France and in other parts of Europe. So in 1936,
moderates, Socialists, and Communists formed a coalition. The Popular Front, as
it was called, passed a series of reforms to help the workers. Unfortunately, price
increases quickly offset wage gains. Unemployment remained high. Yet France also
preserved democratic government.
908 Chapter 31
MAIN IDEA
Analyzing
Primary Sources
£/What effect
do you think
Roosevelt's speech
had on the
American people?
Socialist Governments Find Solutions The Socialist governments in the Scandi-
navian countries of Denmark, Sweden, and Norway also met the challenge of eco-
nomic crisis successfully. They built their recovery programs on an existing
tradition of cooperative community action. In Sweden, the government sponsored
massive public works projects that kept people employed and producing. All the
Scandinavian countries raised pensions for the elderly and increased unemploy-
ment insurance, subsidies for housing, and other welfare benefits. To pay for these
benefits, the governments taxed all citizens. Democracy remained intact.
Recovery in the United States In 1932, in the first presidential election after the
Depression had begun, U.S. voters elected Franklin D. Roosevelt . His confident
manner appealed to millions of Americans who felt bewildered by the Depression. On
March 4, 1933, the new president sought to restore Americans’ faith in their nation.
PRI MARY SOU RCE £/
This great Nation will endure as it has endured, will revive and will prosper. . . .
let me assert my firm belief that the only thing we have to fear is fear itself —
nameless, unreasoning, unjustified terror which paralyzes needed efforts to
convert retreat into advance.
FRANKLIN ROOSEVELT, First Inaugural Address
Roosevelt immediately began a program of government reform that he
called the New Deal . Large public works projects helped to provide jobs for
the unemployed. New government agencies gave financial help to businesses
and farms. Large amounts of public money were spent on welfare and relief pro-
grams. Roosevelt and his advisers believed that government spending would cre-
ate jobs and start a recovery. Regulations were imposed to reform the stock market
and the banking system.
The New Deal did eventually reform the American economic system.
Roosevelt’s leadership preserved the country’s faith in its democratic political sys-
tem. It also established him as a leader of democracy in a world threatened by ruth-
less dictators, as you will read about in Section 3.
a Stricken with
polio in 1921,
Roosevelt vowed
he would not
allow bodily
disability to
defeat his will.
SECTION
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• coalition government • Weimar Republic • Great Depression • Franklin D. Roosevelt • New Deal
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. What did President Roosevelt
3. How did World War 1 change
6. MAKING PREDICTIONS What did the weakness of the
do to try to counter the
the balance of economic
League of Nations in 1928 suggest about its future
effects of the Great
power in the world?
effectiveness?
Depression?
4. What problems did the
collapse of the American
economy cause in other
countries?
7. ANALYZING CAUSES List one cause for each of the
following effects: American market for European goods
dropped; unemployment rates soared; European banks
and businesses closed.
T he Great
Depression
5. How did Europe respond to
the economic crisis?
8. EVALUATING COURSES OF ACTION Why do you think
Roosevelt immediately established the New Deal?
9. WRITING ACTIVITY ECONOMICS ! Write headlines on the
stock market crash and the world's response to it.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY
Use the Internet to follow the ups and downs of the stock market for a
week. Chart the stock market's course in a line graph.
INTERNET KEYWORD
stock market
Years of Crisis 909
Fascism Rises in Europe
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
POWER AND AUTHORITY In
These dictators changed the
• fascism
• Nazism
response to political turmoil and
course of history, and the world
• Benito
• Mein Kampf
economic crises, Italy and
is still recovering from their
Mussolini
• lebensraum
Germany turned to totalitarian
abuse of power.
• Adolf Hitler
dictators.
SETTING THE STAGE Many democracies, including the United States,
Britain, and France, remained strong despite the economic crisis caused by the
Great Depression. However, millions of people lost faith in democratic govern-
ment. In response, they turned to an extreme system of government called fas-
cism. Fascists promised to revive the economy, punish those responsible for hard
times, and restore order and national pride. Their message attracted many people
who felt frustrated and angered by the peace treaties that followed World War I
and by the Great Depression.
TAKING NOTES
Comparing and
Contrasting Use a chart
to compare Mussolini's
rise to power and his
goals with Hitler's.
H/i/er
tAussolini
Rise:
Rise:
Goals:
Goals:
Fascism's Rise in Italy
Fascism (FASH*iHZ*uhm) was a new, militant political movement that empha-
sized loyalty to the state and obedience to its leader. Unlike communism, fascism
had no clearly defined theory or program. Nevertheless, most Fascists shared
several ideas. They preached an extreme form of nationalism, or loyalty to one’s
country. Fascists believed that nations must struggle — peaceful states were
doomed to be conquered. They pledged loyalty to an authoritarian leader who
guided and brought order to the state. In each nation, Fascists wore uniforms of
a certain color, used special salutes, and held mass rallies.
In some ways, fascism was similar to communism. Both systems were ruled
by dictators who allowed only their own political party (one-party rule). Both
denied individual rights. In both, the state was supreme. Neither practiced any
kind of democracy. However, unlike Communists, Fascists did not seek a class-
less society. Rather, they believed that each class had its place and function. In
most cases, Fascist parties were made up of aristocrats and industrialists, war vet-
erans, and the lower middle class. Also, Fascists were nationalists, and
Communists were internationalists, hoping to unite workers worldwide.
Mussolini Takes Control Fascism’s rise in Italy was fueled by bitter disap-
pointment over the failure to win large territorial gains at the 1919 Paris Peace
Conference. Rising inflation and unemployment also contributed to widespread
social unrest. To growing numbers of Italians, their democratic government
seemed helpless to deal with the country’s problems. They wanted a leader who
would take action.
910 Chapter 31
Cultural ^
• censorship
• indoctrination
• secret police
Social
• supported by middle
class, industrialists,
and military
Political
• nationalist
• racist (Nazism)
• one-party rule
• supreme leader
Basic Principles
• authoritarianism
• state more important
than the individual
• charismatic leader
• action oriented ^
Analyzing Key Concepts
Fascism
Fascism is a political movement that pro-
motes an extreme form of nationalism
and militarism. It also includes a denial of
individual rights and dictatorial one-party
rule. Nazism was the Fascist movement
that developed in Germany in the 1920s
and the 1930s; it included a belief in the
racial superiority of the German people.
The Fascists in Italy were led by Benito
Mussolini, shown in the chart at right.
SKILLBUILDER: Interpreting Charts
1 . Synthesizing Which political, cultural,
and economic characteristics helped
make fascism an authoritarian system?
2. Making Inferences What characteristics
of fascism might make it attractive to
people during times of crisis such as
the Great Depression?
Chief Examples
• Italy
• Spain
• Germany
Economic
• economic functions
controlled by state
corporations or state
CHARACTERISTICS
OF FASCISM
MAIN IDEA
Clarifying
A, What promises
did Mussolini make
to the Italian
people?
A newspaper editor and politician named Benito Mussolini boldly promised to
rescue Italy by reviving its economy and rebuilding its armed forces. He vowed to
give Italy strong leadership. Mussolini had founded the Fascist Party in 1919. As
economic conditions worsened, his popularity rapidly increased. Finally, Mussolini
publicly criticized Italy’s government. Groups of Fascists wearing black shirts
attacked Communists and Socialists on the streets. Because Mussolini played on
the fear of a workers’ revolt, he began to win support from the middle classes, the
aristocracy, and industrial leaders.
In October 1922, about 30,000 Fascists marched on Rome. They demanded that
King Victor Emmanuel III put Mussolini in charge of the government. The king
decided that Mussolini was the best hope for his dynasty to survive. After
widespread violence and a threatened uprising, Mussolini took power “legally.” A,
ll Duce's Leadership Mussolini was now II Duce (ihl DOOchay), or the leader.
He abolished democracy and outlawed all political parties except the Fascists.
Secret police jailed his opponents. Government censors forced radio stations and
publications to broadcast or publish only Fascist doctrines. Mussolini outlawed
strikes. He sought to control the economy by allying the Fascists with the industri-
alists and large landowners. However, Mussolini never had the total control
achieved by Joseph Stalin in the Soviet Union or Adolf Hitler in Germany.
Hitler Rises to Power in Germany
When Mussolini became dictator of Italy in the mid- 1920s, Adolf Hitler was a
little-known political leader whose early life had been marked by disappointment.
When World War I broke out, Hitler found a new beginning. He volunteered for the
German army and was twice awarded the Iron Cross, a medal for bravery.
Years of Crisis 911
History Makers
Benito Mussolini
T883-1945
Because Mussolini was
of modest height, he
usually chose a location
for his speeches where
he towered above the
crowds— often a balcony
high above a public
square. He then roused audiences with his
emotional speeches and theatrical gestures
and body movements.
Vowing to lead Italy "back to her ways of
ancient greatness," Mussolini peppered his
speeches with aggressive words such as war
and power.
Adolf Hitler
1889-1945
Like Mussolini, Hitler
could manipulate huge
audiences with his fiery
oratory. Making speeches
was crucial to Hitler. He
believed: "All great world-
shaking events have
been brought about ... by the spoken word!"
Because he appeared awkward and
unimposing. Hitler rehearsed his speeches.
Usually he began a speech in a normal voice.
Suddenly, he spoke louder as his anger grew.
His voice rose to a screech, and his hands
flailed the air. Then he would stop, smooth his
hair, and look quite calm.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on Benito Mussolini
and Adolf Hitler, go to classzone.com
The Rise of the Nazis At the end of the war,
Hitler settled in Munich. In 1919, he joined a tiny
right-wing political group. This group shared his
belief that Germany had to overturn the Treaty of
Versailles and combat communism. The group later
named itself the National Socialist German
Workers’ Party, called Nazi for short. Its policies
formed the German brand of fascism known as
Nazism . The party adopted the swastika, or hooked
cross, as its symbol. The Nazis also set up a private
militia called the storm troopers or Brown Shirts.
Within a short time, Hitler’s success as an organ-
izer and speaker led him to be chosen der Filhrer
(duhr FYUR*uhr), or the leader, of the Nazi party.
Inspired by Mussolini’s march on Rome, Hitler and
the Nazis plotted to seize power in Munich in 1923.
The attempt failed, and Hitler was arrested. He was
tried for treason but was sentenced to only five
years in prison. He served less than nine months.
While in jail, Hitler wrote Mein Kampf (My
Struggle). This book set forth his beliefs and his
goals for Germany Hitler asserted that the Germans,
whom he incorrectly called “Aryans,” were a “mas-
ter race.” He declared that non- Aryan “races,” such
as Jews, Slavs, and Gypsies, were inferior. He called
the Versailles Treaty an outrage and vowed to regain
German lands. Hitler also declared that Germany
was overcrowded and needed more lebensraum . or
living space. He promised to get that space by con-
quering eastern Europe and Russia.
After leaving prison in 1924, Hitler revived the
Nazi Party. Most Germans ignored him and his
angry message until the Great Depression ended the
nation’s brief postwar recovery. When American
loans stopped, the German economy collapsed.
Civil unrest broke out. Frightened and confused,
Germans now turned to Hitler, hoping for security
and firm leadership.
Hitler Becomes Chancellor
The Nazis had become the largest political party by 1932. Conservative leaders mis-
takenly believed they could control Hitler and use him for their purposes. In January
1933, they advised President Paul von Hindenburg to name Hitler chancellor. Thus
Hitler came to power legally. Soon after, General Erich Ludendorff, a former Hitler
ally, wrote to Hindenburg:
Vocabulary
chancellor: the
prime minister or
president in certain
countries
PRIMARY SOURCE
By naming Hitler as Reichschancellor, you have delivered up our holy Fatherland to one
of the greatest [rabblerousers] of all time. I solemnly [predict] that this accursed man
will plunge our Reich into the abyss and bring our nation into inconceivable misery.
ERICH LUDENDORFF, letter to President Hindenburg, February 1, 1933
912 Chapter 31
MAIN IDEA
Making
Inferences
5> Why did
Germans at first
support Hitler?
Once in office, Hitler called for new elections, hoping to win a parliamentary
majority. Six days before the election, a fire destroyed the Reichstag building,
where the parliament met. The Nazis blamed the Communists. By stirring up fear
of the Communists, the Nazis and their allies won by a slim majority.
Hitler used his new power to turn Germany into a totalitarian state. He banned
all other political parties and had opponents arrested. Meanwhile, an elite, black-
uniformed unit called the SS ( Schutzstaffel , or protection squad) was created. It
was loyal only to Hitler. In 1934, the SS arrested and murdered hundreds of Hitler’s
enemies. This brutal action and the terror applied by the Gestapo, the Nazi secret
police, shocked most Germans into total obedience.
The Nazis quickly took command of the economy. New laws banned strikes,
dissolved independent labor unions, and gave the government authority over busi-
ness and labor. Hitler put millions of Germans to work. They constructed factories,
built highways, manufactured weapons, and served in the military. As a result, the
number of unemployed dropped from about 6 million to 1.5 million in 1936. B.
The Fuhrer Is Supreme Hitler wanted more than just economic and political
power — he wanted control over every aspect of German life. To shape public opin-
ion and to win praise for his leadership, Hitler turned the press, radio, literature,
painting, and film into propaganda tools. Books that did not conform to Nazi
beliefs were burned in huge bonfires. Churches were forbidden to criticize the
Nazis or the government. Schoolchildren had to join the Hitler Youth (for boys) or
the League of German Girls. Hitler believed that continuous struggle brought vic-
tory to the strong. He twisted the philosophy of Friedrich Nietzsche to support his
use of brute force.
Hitler Makes War on the Jews Hatred of Jews, or anti-Semitism, was a key part
of Nazi ideology. Although Jews were less than 1 percent of the population, the
Nazis used them as scapegoats for all Germany’s troubles since the war. This led to
a wave of anti-Semitism across Germany. Beginning in 1933, the Nazis passed
laws depriving Jews of most of their rights. Violence against Jews mounted. On the
▼ At a 1933 rally
in Nuremberg,
Germany, storm
troopers carried
flags bearing the
swastika.
Years of Crisis 913
Global Impact-*
Fascism in Argentina
Juan Peron served as Argentina's
president from 1946 to 1955 and
again in 1973 and 1974. The two
years he spent in Europe before
World War II greatly influenced his
strong-man rule.
A career army officer, Peron went
to Italy in 1939 for military training.
He then served at the Argentine
embassy in Rome. A visit to Berlin
gave Peron a chance to see Nazi
Germany. The ability of Hitler and
Mussolini to manipulate their citizens
impressed Peron.
When Peron himself gained
power, he patterned his military
dictatorship on that of the European
Fascists.
I J
night of November 9, 1938, Nazi mobs attacked Jews in
their homes and on the streets and destroyed thousands of
Jewish-owned buildings. This rampage, called Kristallnacht
(Night of the Broken Glass), signaled the real start of the
process of eliminating the Jews from German life. YouTl
learn more about this in Chapter 32.
Other Countries Fall to Dictators
While Fascists took power in Italy and Germany, the nations
formed in eastern Europe after World War I also were falling
to dictators. In Hungary in 1919, after a brief Communist
regime, military forces and wealthy landowners joined to
make Admiral Miklos Horthy the first European postwar dic-
tator. In Poland, Marshal Jozef Pilsudski (pihl*SOOT*skee)
seized power in 1926. In Yugoslavia, Albania, Bulgaria, and
Romania, kings turned to strong-man rule. They suspended
constitutions and silenced foes. In 1935, only one democracy,
Czechoslovakia, remained in eastern Europe.
Only in European nations with strong democratic tradi-
tions — Britain, France, and the Scandinavian countries —
did democracy survive. With no democratic experience and
severe economic problems, many Europeans saw dictator-
ship as the only way to prevent instability.
By the mid- 1930s, the powerful nations of the world
were split into two antagonistic camps — democratic and
totalitarian. And to gain their ends, the Fascist dictatorships
had indicated a willingness to use military aggression.
Although all of these dictatorships restricted civil rights,
none asserted control with the brutality of the Russian
Communists or the Nazis.
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• fascism • Benito Mussolini • Adolf Hitler • Nazism • Mein Kompf • lebensroum
USING YOUR NOTES
2. Do you think Hitler and
Mussolini were more alike or
different? Explain why.
Hitler
Mussolini
Rise ••
Rise-
Goals-
Goals :
MAIN IDEAS
3. What factors led to the rise of
fascism in Italy?
4. How did Hitler maintain
power?
5. Why did the leadership of
many eastern European nations
fall to dictators?
CRITICAL THINKING & WRITING
6. DRAWING CONCLUSIONS Why did a movement like
fascism and leaders like Mussolini and Hitler come to
power during a period of crisis?
7. ANALYZING MOTIVES Why do you think Hitler had
German children join Nazi organizations?
8. SYNTHESIZING What emotions did both Hitler and
Mussolini stir in their followers?
9. WRITING ACTIVITY POWER AND AUTHORITY Reread the
History Makers on Mussolini and Hitler on page 912. Then
write a description of the techniques the two leaders
used to appear powerful to their listeners.
CONNECT TO TODAY
PRESENTING AN ORAL REPORT
Some modern rulers have invaded other countries for political and economic gain. Research
to learn about a recent invasion and discuss your findings in an oral report.
914 Chapter 31
Agg ressors Invade Nations
MAIN IDEA
POWER AND AUTHORITY As
Germany, Italy, and Japan con-
quered other countries, the rest
of the world did nothing to stop
them.
WHY IT MATTERS NOW
Many nations today take a more
active and collective role in
world affairs, as in the United
Nations.
TERMS & NAMES
• appeasement • isolationism
• Axis Powers • Third Reich
• Francisco • Munich
Franco Conference
SETTING THE STAGE By the mid-1930s, Germany and Italy seemed bent on
military conquest. The major democracies — Britain, France, and the United
States — were distracted by economic problems at home and longed to remain at
peace. With the world moving toward war, many nations pinned their hopes for
peace on the League of Nations. As fascism spread in Europe, however, a pow-
erful nation in Asia moved toward a similar system. Following a period of reform
and progress in the 1920s, Japan fell under military rule.
Japan Seeks an Empire
During the 1920s, the Japanese government became more democratic. In 1922,
Japan signed an international treaty agreeing to respect China’s borders. In 1928,
it signed the Kellogg-Briand Pact renouncing war. Japan’s parliamentary system
had several weaknesses, however. Its constitution put strict limits on the powers
of the prime minister and the cabinet. Most importantly, civilian leaders had lit-
tle control over the armed forces. Military leaders reported only to the emperor.
Militarists Take Control of Japan As long as Japan remained prosperous, the
civilian government kept power. But when the Great Depression struck in 1929,
many Japanese blamed the government. Military leaders gained support and
soon won control of the country. Unlike the Fascists in Europe, the militarists did
not try to establish a new system of government. They wanted to restore tradi-
tional control of the government to the military. Instead of a forceful leader like
Mussolini or Hitler, the militarists made the emperor the symbol of state power.
Keeping Emperor Hirohito as head of state won popular support for the army
leaders who ruled in his name. Like Hitler and Mussolini, Japan’s militarists
were extreme nationalists. They wanted to solve the country’s economic prob-
lems through foreign expansion. They planned a Pacific empire that included a
conquered China. The empire would provide Japan with raw materials and mar-
kets for its goods. It would also give Japan room for its rising population.
Japan Invades Manchuria Japanese businesses had invested heavily in China’s
northeast province, Manchuria. It was an area rich in iron and coal. In 1931, the
Japanese army seized Manchuria, despite objections from the Japanese
parliament. The army then set up a puppet government. Japanese engineers and
technicians began arriving in large numbers to build mines and factories.
TAKING NOTES
Following Chronological
Order Use a time line to
trace the movement of
Japan from democratic
reform to military
aggression.
m t m0 mi
me> mi me
Years of Crisis 915
The Japanese attack on Manchuria was the first direct challenge to the League
of Nations. In the early 1930s, the League’s members included all major democra-
cies except the United States. The League also included the three countries that
posed the greatest threat to peace — Germany, Japan, and Italy. When Japan seized
Manchuria, many League members vigorously protested. Japan ignored the
protests and withdrew from the League in 1933. A,
Japan Invades China Four years later, a border incident touched off a full-scale
war between Japan and China. Japanese forces swept into northern China. Despite
having a million soldiers, China’s army led by Jiang Jieshi was no match for the
better equipped and trained Japanese.
Beijing and other northern cities as well as the capital, Nanjing, fell to the
Japanese in 1937. Japanese troops killed tens of thousands of captured soldiers and
civilians in Nanjing. Forced to retreat westward, Jiang Jieshi set up a new capital
at Chongqing. At the same time, Chinese guerrillas led by China’s Communist
leader, Mao Zedong, continued to fight the Japanese in the conquered area.
MAIN IDEA
Making
Inferences
A/ What was the
major weakness of
the League of
Nations?
European Aggressors on the March
The League’s failure to stop the Japanese encouraged European Fascists to plan
aggression of their own. The Italian leader Mussolini dreamed of building a colo-
nial empire in Africa like those of Britain and France.
Mussolini Attacks Ethiopia Ethiopia was one of Africa’s three independent
nations. The Ethiopians had successfully resisted an Italian attempt at conquest
during the 1890s. To avenge that defeat, Mussolini ordered a massive invasion of
Ethiopia in October 1935. The spears and swords of the Ethiopians were no match
for Italian airplanes, tanks, guns, and poison gas.
The Ethiopian emperor, Haile Selassie, urgently appealed to the League for
help. Although the League condemned the attack, its members did nothing. Britain
continued to let Italian troops and supplies pass through the British-controlled
Suez Canal on their way to Ethiopia. By giving in to Mussolini in Africa, Britain
and France hoped to keep peace in Europe.
Hitler Defies Versailles Treaty Hitler had long pledged to undo the Versailles
Treaty. Among its provisions, the treaty limited the size of Germany’s army. In
March 1935, the Fiihrer announced that Germany would not obey these restric-
tions. The League issued only a mild condemnation.
The League’s failure to stop Germany from rearming convinced Hitler to take
even greater risks. The treaty had forbidden German troops to enter a 30-mile-wide
zone on either side of the Rhine River. Known as the Rhineland, the zone formed
916 Chapter 31
ALBAI
2,000 Kilometers
□ Italian colony
□ Invaded by Italy
LIBYA
JEHOL
(1933)
,ancer
ERITREA
ANGLO-
EGYPTIAN
SUDAN
Yellow
Sea
FRENCH
EQUATORIAL
AFRICA
ETHIOPIA
(1935)
NIGERIA
PACIFIC
OCEAN
KENYi
BELGIAN
CONGO
fS3 Japan and its colonies
l~~l Invaded by Japan
INDIAN
OCEAN
Tropic of Cancer
2,000 Kilometers
ATLANTIC
OCEAN
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Location On these maps, which countries are the aggressors?
2. Movement On what two continents did the aggression occur?
Aggression in Africa,
1935-1939
Aggression in Asia,
1931-1937
Vocabulary
axis: a straight line
around which an
object rotates. Hitler
and Mussolini
expected their
alliance to become
the axis around
which Europe would
rotate.
a buffer between Germany and France. It was also an important industrial area. On
March 7, 1936, German troops moved into the Rhineland. Stunned, the French
were unwilling to risk war. The British urged a ppeasement , giving in to an
aggressor to keep peace.
Hitler later admitted that he would have backed down if the French and British
had challenged him. The German reoccupation of the Rhineland marked a turning
point in the march toward war. First, it strengthened Hitler’s power and prestige
within Germany. Second, the balance of power changed in Germany’s favor. France
and Belgium were now open to attack from German troops. Finally, the weak
response by France and Britain encouraged Hitler to speed up his expansion.
Hitler’s growing strength convinced Mussolini that he should seek an alliance with
Germany. In October 1936, the two dictators reached an agreement that became
known as the Rome-Berlin Axis. A month later, Germany also made an agreement
with Japan. Germany, Italy, and Japan came to be called the Axis Powers .
Civil War Erupts in Spain Hitler and Mussolini again tested the will of the
democracies of Europe in the Spanish Civil War. Spain had been a monarchy until
1931, when a republic was declared. The government, run by liberals and
Socialists, held office amid many crises. In July 1936, army leaders, favoring a
Fascist-style government, joined General Francisco Franco in a revolt. Thus began
a civil war that dragged on for three years.
Hitler and Mussolini sent troops, tanks, and airplanes to help Franco’s forces,
which were called the Nationalists. The armed forces of the Republicans, as sup-
porters of Spain’s elected government were known, received little help from
abroad. The Western democracies remained neutral. Only the Soviet Union sent
equipment and advisers. An international brigade of volunteers fought on the
Republican side. Early in 1939, Republican resistance collapsed. Franco became
Spain’s Fascist dictator.
Years of Crisis 917
Analyzing Art
Guernica
On April 26, 1937, Franco's German allies
bombed the ancient Basque city of
Guernica in Spain. The photograph (above)
shows the city reduced to rubble by the
bombing. However, Spanish artist Pablo
Picasso's painting, called Guernica (below),
captures the human horror of the event.
Using the geometric forms of Cubism,
Picasso shows a city and people that have
been torn to pieces. Unnatural angles and
overlapping images of people, severed
limbs, and animals reflect the suffering and
chaos caused by the attack. At left, a
mother cries over her dead child. In the
center, a horse screams and a soldier lies
dead. At right, a woman falls from a
burning house.
SKILLBUILDER:
Interpreting Visual Sources
1. Analyzing Motives What were Picasso's
probable motives for painting Guernica?
2. Hypothesizing What feelings do you think
Guernica stirred in the public in the late
1930s?
Democratic Nations Try to Preserve Peace
Instead of taking a stand against Fascist aggression in the 1930s, Britain and
France repeatedly made concessions, hoping to keep peace. Both nations were
dealing with serious economic problems as a result of the Great Depression. In
addition, the horrors of World War I had created a deep desire to avoid war.
United States Follows an Isolationist Policy Many Americans supported
isolationism , the belief that political ties to other countries should be avoided.
Isolationists argued that entry into World War I had been a costly error. Beginning
in 1935, Congress passed three Neutrality Acts. These laws banned loans and the
sale of arms to nations at war.
The German Reich Expands On November 5, 1937, Hitler announced to his
advisers his plans to absorb Austria and Czechoslovakia into the Third Reich (ryk),
or German Empire. The Treaty of Versailles prohibited Anschluss (AHN*shlus), or
a union between Austria and Germany. However, many Austrians supported unity
with Germany. In March 1938, Hitler sent his army into Austria and annexed it.
France and Britain ignored their pledge to protect Austrian independence.
Hitler next turned to Czechoslovakia. About three million German- speaking
people lived in the western border regions of Czechoslovakia called the
Sudetenland. (See map, page 895.) This heavily fortified area formed the Czechs’
main defense against Germany. The Anschluss raised pro-Nazi feelings among
Sudeten Germans. In September 1938, Hitler demanded that the Sudetenland be
given to Germany. The Czechs refused and asked France for help.
918 Chapter 31
Britain and France Again Choose Appeasement France and
Britain were preparing for war when Mussolini proposed a meeting of
Germany, France, Britain, and Italy in Munich, Germany. The
Munich Conference was held on September 29, 1938. The Czechs
were not invited. British prime minister Neville Chamberlain believed
that he could preserve peace by giving in to Hitler’s demand. Britain
and France agreed that Hitler could take the Sudetenland. In
exchange, Hitler pledged to respect Czechoslovakia’s new borders.
When Chamberlain returned to London, he told cheering crowds,
“I believe it is peace for our time.” Winston Churchill, then a member
of the British Parliament, strongly disagreed. He opposed the
appeasement policy and gloomily warned of its consequences:
MAIN IDEA
Analyzing
Primary Sources
Why did
Churchill believe
that Chamberlain's
policy of appease-
ment was a defeat
for the British?
PRIMARY SOURCE
We are in the presence of a disaster of the first magnitude. ... we have sustained a
defeat without a war. . . . And do not suppose that this is the end. . . . This is only the
first sip, the first foretaste of a bitter cup which will be proffered to us year by year
unless, by a supreme recovery of moral health and martial vigor, we arise again and
take our stand for freedom as in the olden time.
WINSTON CHURCHILL, speech before the House of Commons, October 5, 1938
Less than six months after the Munich meeting, Hitler took Czechoslovakia.
Soon after, Mussolini seized Albania. Then Hitler demanded that Poland return the
former German port of Danzig. The Poles refused and turned to Britain and France
for aid. But appeasement had convinced Hitler that neither nation would risk war.
Nazis and Soviets Sign Nonaggression Pact Britain and France asked the
Soviet Union to join them in stopping Hitler’s aggression. As Stalin talked with
Britain and France, he also bargained with Hitler. The two dictators reached an
agreement. Once bitter enemies, Fascist Germany and Communist Russia now
publicly pledged never to attack one another. On August 23, 1939, their leaders
signed a nonaggression pact. As the Axis Powers moved unchecked at the end of
the decade, war appeared inevitable.
a Chamberlain
waves the
statement he
read following
the Munich
Conference.
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• appeasement • Axis Powers • Francisco Franco • isolationism • Third Reich • Munich Conference
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. What event was the most
3. Compare the militarists in
6. SYNTHESIZING What similar goals did Hitler, Mussolini,
significant? Why?
Japan with the European
and Hirohito share?
Fascists.
7. FORMING OPINIONS Do you think the Fascist nations of
4. Which countries formed the
the Axis Powers could have been stopped? Explain.
/9ZZ /930 /93 7
Axis Powers?
8. EVALUATING DECISIONS Why weren't the Czechs invited
5. What were the effects of
to take part in the Munich Conference?
isolationism and appeasement?
9. WRITING ACTIVITY POWER AND AUTHORITY | Write a letter
to the editor in which you voice your opinion about the
/9Z3 1931 1936
U.S. policy of isolationism during the 1930s.
IPoNNEcTtcTtoD/^W^
Established in 1945, the United Nations was intended to be an improvement on the League
of Nations. Research to learn about the recent successes and failures of the UN. Then hold a
debate in which you argue whether the institution should be preserved.
Years of Crisis 919
Chapter
Assessment
VISUAL SUMMARY
The Great Depression
Long-Term Causes
• World economies are connected.
• Some countries have huge war debts
from World War I.
• Europe relies on American loans
and investments.
• Prosperity is built on borrowed money.
• Wealth is unequally distributed.
• U.S. stock market crashes.
• Banks demand repayment of loans.
• Farms fail and factories close.
TERMS & NAMES
For each term or name below,
from 1919 to 1939.
1. Albert Einstein
2 . Sigmund Freud
3. Weimar Republic
4. New Deal
5. fascism
briefly explain its connection to world history
6 . Benito Mussolini
7. Adolf Hitler
8 . appeasement
9. Francisco Franco
10. Munich Conference
MAIN IDEAS
Postwar Uncertainty Section l (pages 897-903)
11. What effect did Einstein's theory of relativity and Freud's theory of the
unconscious have on the public?
12. What advances were made in transportation and communication in
the 1920s and 1930s?
A Worldwide Depression Section 2 (pages 904-909)
13. Why was the Weimar Republic considered weak?
14. What caused the stock market crash of 1929?
Americans reduce foreign trade to
protect economy.
Americans stop loans to foreign countries.
American banking system collapses.
WORLDWIDE ECONOMIC
DEPRESSION
• Millions become unemployed worldwide.
• Businesses go bankrupt.
• Governments take emergency measures
to protect economies.
• Citizens lose faith in capitalism and
democracy.
• Nations turn toward authoritarian leaders.
• Nazis take control in Germany.
• Fascists come to power in other countries.
• Democracies try social welfare programs.
• Japan expands in East Asia.
• World War II breaks out.
Fascism Rises in Europe Section 3 (pages 910-914)
15. For what political and economic reasons did the Italians turn to
Mussolini?
16. What beliefs and goals did Hitler express in Mein Kampf ?
Aggressors Invade Nations Section 4 (pages 915-919)
17. How did Japan plan to solve its economic problems?
18. Why was Germany's reoccupation of the Rhineland a significant
turning point toward war?
CRITICAL THINKING
1. USING YOUR NOTES
[ ECONOMICS | Use a sequence
graphic to identify the events
that led to the stock market
collapse.
2. MAKING INFERENCES
] POWER AND AUTHORITY] What were the advantages and disadvantages of
being under Fascist rule?
3. DRAWING CONCLUSIONS
What weaknesses made the League of Nations an ineffective force for
peace in the 1920s and 1930s?
4. SYNTHESIZING
| SCIENCE AND TECHNOLOGY How did the scientific and technological
revolutions of the 1920s help set the stage for transportation in the United
States today?
5. HYPOTHESIZING
What might have been the outcome if Great Britain, France, and other
European nations had not chosen to appease German, Italian, and
Japanese aggression?
920 Chapter 31
> STANDARDS-BASED ASSESSMENT
Use the quotation from a live radio report during the
Munich Conference and your knowledge of world history
to answer questions 1 and 2.
Additional Test Practice, pp. S1-S33
PRIMARY SOURCE
It took the Big Four [France, Britain, Italy, and Germany]
just five hours and twenty-five minutes here in Munich
today to dispel the clouds of war and come to an
agreement over the partition of Czechoslovakia. There is to
be no European war. . . the price of that peace is, roughly,
the ceding by Czechoslovakia of the Sudeten territory to
Herr Hitler's Germany. The German Fuhrer gets what he
wanted, only he has to wait a little longer for it.
WILLIAM SH1RER, quoted in The Strenuous Decade
1. Why did France, Britain, and Italy agree to give the Sudeten
territory to Germany?
A. to provoke war
B. to avoid war
C. to make Czechoslovakia happy
D. to make Czechoslovakia unhappy
2 . How were the expectations expressed in the radio report
overturned by reality?
A. Czechoslovakia refused to give the Sudeten territory to Hitler.
B. Hitler did not get what he wanted.
C. The Big Four didn't come to an agreement over
Czechoslovakia.
D. Europe was not saved from war.
Use the photograph of Adolf Hitler and your knowledge of
world history to answer question 3.
3. Why do you think Hitler had his photograph taken with this
little girl?
A. to demonstrate his power
B. to frighten his enemies
C. to make him appear more human
D. to demonstrate his hatred of Jews
INTEGRATED TECHNOLOGY
TEST PRACTICE Go to classzone.com
• Diagnostic tests • Strategies
• Tutorials • Additional practice
ALTERNATIVE ASSESSMENT
1. Interact with History
On page 896, you chose a candidate to support in German
elections in the early 1930s. Now that you have read the
chapter, did what you read confirm your decision? Why or why
not? Would the candidate you selected have a good or bad
effect on the rest of the world? Discuss your opinions with a
small group.
2. |S\ WRITING ABOUT HISTORY
Write a radio script for a report on a speech given by Hitler or
Mussolini. Imagine that you have just seen the dictator deliver
the speech and you want to share your impressions with the
public in your broadcast. Be sure to
• summarize the main ideas of the speech.
• describe the speaker's gestures and facial expressions.
• provide phrases that demonstrate the emotional power of
the speech.
• convey the public's response to the speech.
• offer your opinion of the speech and speaker.
INTEGRATED TECHNOLOGY
NetExplorations: Life in the 1920s
Go to NetExplorations at classzone.com to learn more about
life in the 1920s. Use your research to create a Web page on
films from that era. Consider including
• reviews of the films, including a positive or negative
recommendation.
• background information about silent films.
• biographical information about the stars and directors
of the films.
• stills and clips from the films.
• a comparison between films of the 1920s and modern films.
Years of Crisis 92 1
CHAPTER
4
2
World War ll f 1939-1945
Previewing Main Ideas
1 EMPIRE BUILPING| Germany, Italy, and Japan tried to build empires. They
began their expansion by conquering other nations and dominating them
politically and economically.
Geography What areas did the Axis powers control at the height of
their power?
1 SCIENCE AND TECHNOLOGY | Far-reaching developments in science and
technology changed the course of World War II. Improvements in aircraft,
tanks, and submarines and the development of radar and the atomic bomb
drastically altered the way wars were fought.
Geography Why might submarines have been a key weapon for the Axis
powers in their fight against Great Britain?
| ECONOMICS! Fighting the Axis terror weakened the economies of Great
Britain, the Soviet Union, and other European countries. In contrast, when the
United States entered the war, its economy grew sharply. The strength of the
American economy bolstered the Allied war effort.
Geography In terms of location , why was the American economy able to
function at a high level while the European economies struggled?
INTEGRATED TECHNOLOGY
C |
(cEdition
• Interactive Maps
• Interactive Visuals
• Interactive Primary Sources
flip? VIDEO Patterns of Interaction:
Modern and Medieval
Weapons
INTERNET RESOURCES
Go to classzone.com for:
Research Links
Internet Activities
Primary Sources
Chapter Quiz
1 Maps
1 Test Practice
1 Current Events
J*
EUROPE AND THE
MEDITERRANEAN
Sept. 1939
Germany invades Poland; France
and Great Britain declare war on
Germany, (political cartoon) ▼
June 1940
France surrenders
to Germany; Battle
of Britain begins.
June 1941
Germans
invade Soviet
Union.
922
IRELAND
Warsaw
(Sepl. 8, 1939-
4 Sept. 27. 1939)
POLAND
Battle of Stalingrad
(Atig 23. 1 942—
Feb. 2 , 1M3J
'^OVAKIA
FRANCE $WITZ
Jugoslavia
BULGARIA
MOROCCO
r a n e a n
Tohruk
(June 20, 1942-
Jnne 21, 1942) ^
iZM
European and African Battles, 1939-1945
Jm
DENMAR*
Leningrad SH
(Sepi 8, 1941—
Jan* 27 P 19441
C / Jr" 4
1r*i
Battle of Britain
(July. 1940-Oct, 1940) 4 < ;==!5
GERM AN V
Normandy (D-day) BELGIUM
ATLANTIC |June6 ' 19441 * * « 3 "' E " f
^ , Ihe Bulge
OCEAN Paris ^ LUX^ (Dec- 16,1
'STS
SOVIET
UNION
[ [ Allied control
I 1 Axis nation
[ 1 Fartfiest extent of Axis control
I ) Neutral nation
A Major Battle
0 250
Come ProjeclJori
Feb. 1943
Germans
surrender at
Stalingrad.
Nov. 1942
Allies invade
North Africa.
< D-Day invasion
takes place.
Germany
surrenders.
1942 1943 1944 a 1945
June 1942
Feb. 1943
Oct 1944
| Aug.-Sept. 1945
Allies defeat
Allies defeat
Japanese suffer
f Allies use atomic
Japan at Battle
Japan at
devastating defeat at
bombs; Japan
of Midway.
Guadalcanal.
the Battle of Leyte Gulf.
7^7
surrenders.
923
Interact
with
History
Under what circumstances
is war justified?
Every day your newspaper carries stories of the latest bombing raids on London
and other British cities. The photographs of the devastation are shocking. As
you read the stories and view the photographs, you wonder what the United
States should do to help Great Britain, its longtime ally. The editorial pages of
the newspapers ask the same question. Should the United States stand aside and
let the European nations settle the issues themselves? Should it offer help to
Great Britain in the form of arms and other supplies? Or should the United
States join Britain in its struggle against the Axis powers?
a A German bombing raid on London during the Battle of Britain
• What circumstances would lead you to support or oppose
your country's participation in a war?
• How are civilians sometimes as much a part of a war effort
as soldiers?
As a class, discuss these questions. In your discussion, weigh the
arguments for and against fighting. As you read about World War
II, think about the role that civilians play in a situation of total war.
Think also about the hard moral choices that people often face in
times of war.
Chapter 32
924
Hitler's Lightning War
MAIN IDEA
EMPIRE BUILDING Using the
sudden mass attack called the
blitzkrieg, Germany overran
much of Europe and North
Africa.
WHY IT MATTERS NOW
Hitler's actions set off World War
II. The results of the war still
affect the politics and
economics of today's world.
TERMS & NAMES
• nonaggression • Battle of
pact Britain
• blitzkrieg • Erwin Rommel
• Charles de Gaulle • Atlantic
• Winston Churchill Charter
SETTING THE STAGE During the 1930s, Hitler played on the hopes and fears
of the Western democracies. Each time the Nazi dictator grabbed new territory, he
would declare an end to his demands. Peace seemed guaranteed — until Hitler
moved again. After his moves into the Rhineland, Austria, and Czechoslovakia,
Hitler turned his eyes to Poland. After World War I, the Allies had cut out the
Polish Corridor from German territory to give Poland access to the sea. In 1939,
Hitler demanded that the Polish Corridor be returned to Germany.
Germany Sparks a New War in Europe
At this point, as you recall from Chapter 31, Soviet dictator Joseph Stalin signed a
ten-year nonaggression pact with Hitler. After being excluded from the Munich
Conference, Stalin was not eager to join with the West. Also, Hitler had promised
him territory In a secret part of the pact, Germany and the Soviet Union agreed to
divide Poland between them. They also agreed that the USSR could take over
Finland and the Baltic countries of Lithuania, Latvia, and Estonia.
Germany's Lightning Attack After signing this nonaggression pact, Hitler
quickly moved ahead with plans to conquer Poland. His surprise attack took
place at dawn on September 1, 1939. German tanks and troop trucks rumbled
across the Polish border. At the same time, German aircraft and artillery began a
merciless bombing of Poland’s capital, Warsaw.
France and Great Britain declared war on Germany on September 3. But
Poland fell some time before those nations could make any military response.
After his victory, Hitler annexed the western half of Poland. That region had a
large German population.
The German invasion of Poland was the first test of Germany’s newest mili-
tary strategy — the blitzkrieg (BLIHTS* *kreeg), or “lightning war.” It involved
using fast-moving airplanes and tanks, followed by massive infantry forces, to
take enemy defenders by surprise and quickly overwhelm them. In the case of
Poland, the strategy worked.
The Soviets Make Their Move On September 17, Stalin sent Soviet troops to
occupy the eastern half of Poland. Stalin then moved to annex countries to the
north of Poland. Lithuania, Latvia, and Estonia fell without a struggle, but
Finland resisted. In November, Stalin sent nearly one million Soviet troops into
TAKING NOTES
Recognizing Effects
Use a chart to identify
the effects of some of
the early events of
World War II.
Cause
Effect
First
blitzkrieg
Allies
stranded
at Dunkirk
Lend-Lease
Act
World War II 925
Finland. The Soviets expected to win a quick victory, so they were not prepared for
winter fighting. This was a crucial mistake.
The Finns were outnumbered and outgunned, but they fiercely defended their
country. In the freezing winter weather, soldiers on skis swiftly attacked Soviet posi-
tions. In contrast, the Soviets struggled to make progress through the deep snow. The
Soviets suffered heavy losses, but they finally won through sheer force of numbers.
By March 1940, Stalin had forced the Finns to accept his surrender terms. Aj
The Phony War After they declared war on Germany, the French and British had
mobilized their armies. They stationed their troops along the Maginot
(MAZH*uh»NOH) Line, a system of fortifications along France’s border with
Germany. There they waited for the Germans to attack — but nothing happened.
With little to do, the bored Allied soldiers stared eastward toward the enemy.
Equally bored, German soldiers stared back from their Siegfried Line a few miles
away. Germans jokingly called it the sitzkrieg , or “sitting war.” Some newspapers
referred to it simply as “the phony war.”
Suddenly, on April 9, 1940, the calm ended. Hitler launched a surprise invasion of
Denmark and Norway. In just four hours after the attack, Denmark fell. Two months
later, Norway surrendered as well. The Germans then began to build bases along the
Norwegian and Danish coasts from which they could launch strikes on Great Britain.
MAIN IDEA
Analyzing Motives
A j What were
Stalin's goals in
Europe at the
beginning of World
War II?
The Fall of France
In May of 1940, Hitler began a dramatic sweep through the Netherlands, Belgium,
and Luxembourg. This was part of a strategy to strike at France. Keeping the
Allies’ attention on those countries, Hitler then sent an even larger force of tanks
^Leningrad
NORWAY SWEDEN
ESTONIA
y Lai
Baltic [
Sea LITHUA
Moscow
DENMARK
North ^
Sen PRuf^A
NETH. \ Berlm . 1939 m . # ^
Dunkirk ^GERMANY 1qq . Wars
* P0L
Paris
FRANCE /
SWITZ.
ITALY
VICHY
FRANCE
(Unoccupiei
lULGARIA Black Sea
SPAIN
TURKEY
ALGERIA
(Fr.)
Crete .
Mediterranean Sea LEBANOI
PALESTINE -
SYRIA
TRANS-
JORDAN
LIBYA
(It.)
SAUDI
World War II: German
Advances, 1939-1941
INTERACTIVE
SKILLBUILDER:
Interpreting Maps
1 . Region Which countries
did Germany invade?
2. Location In what way
was Germany's
geographic location an
advantage when it was on
the offensive in the war?
! M P^Sji C nations, 1938
□ Axis-controlled, 1941
□ Allies
□ Neutral nations
German advances
and troops to slice through the Ardennes (ahr*DEHN). This was a heavily wooded
area in northern France, Luxembourg, and Belgium. Moving through the forest, the
Germans “squeezed between” the Maginot Line. From there, they moved across
France and reached the country’s northern coast in ten days.
Rescue at Dunkirk After reaching the French coast, the German forces swung
north again and joined with German troops in Belgium. By the end of May 1940,
the Germans had trapped the Allied forces around the northern French city of Lille
(leel). Outnumbered, outgunned, and pounded from the air, the Allies retreated to
the beaches of Dunkirk, a French port city near the Belgian border. They were
trapped with their backs to the sea.
In one of the most heroic acts of the war, Great Britain set out to rescue the army.
It sent a fleet of about 850 ships across the English Channel to Dunkirk. Along with
Royal Navy ships, civilian craft — yachts, lifeboats, motorboats, paddle steamers,
and fishing boats — joined the rescue effort. From May 26 to June 4, this amateur
armada, under heavy fire from German bombers, sailed back and forth from Britain
to Dunkirk. The boats carried some 338,000 battle- weary soldiers to safety.
France Falls Following Dunkirk, resistance in France
began to crumble. By June 14, the Germans had taken Paris.
Accepting the inevitable, French leaders surrendered on
June 22, 1940. The Germans took control of the northern
part of the country. They left the southern part to a puppet
government headed by Marshal Philippe Petain (pay*TAN),
a French hero from World War I. The headquarters of this
government was in the city of Vichy (VEESH*ee).
After France fell, Charles de Gaulle (duh GOHL), a
French general, set up a government-in-exile in London. He
committed all his energy to reconquering France. In a radio
broadcast from England, de Gaulle called on the people of
France to join him in resisting the Germans:
PRIMARY SOURCE
It is the bounden [obligatory] duty of all Frenchmen who still
bear arms to continue the struggle. For them to lay down their
arms, to evacuate any position of military importance, or agree
to hand over any part of French territory, however small, to
enemy control would be a crime against our country.
GENERAL CHARLES DE GAULLE, quoted in
Charles de Gaulle: A Biography
De Gaulle went on to organize the Free French military forces
that battled the Nazis until France was liberated in 1944.
Battle of Britain
With the fall of France, Great Britain stood alone against the
Nazis. Winston Churchill , the new British prime minister,
had already declared that his nation would never give in. In a
rousing speech, he proclaimed, “We shall fight on the
beaches, we shall fight on the landing grounds, we shall fight
in the fields and in the streets ... we shall never surrender.”
Hitler now turned his mind to an invasion of Great Britain.
His plan was first to knock out the Royal Air Force (RAF) and
then to land more than 250,000 soldiers on England’s shores.
Winston Churchill
1874-1965
Possibly the most powerful weapon
the British had as they stood alone
against Hitler's Germany was the
nation's prime minister— Winston
Churchill. "Big Winnie," Londoners
boasted, "was the lad for us."
Although Churchill had a speech
defect as a youngster, he grew to
become one of the greatest orators
of all time. He used all his gifts as a
speaker to rally the people behind
the effort to crush Germany. In one
famous speech he promised that
Britain would
. . . wage war, by sea, land and air,
with all our might and with all the
strength that God can give us . . .
against a monstrous tyranny.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on
Winston Churchill, go to
classzone.com
^ _ ->
World War II 927
In the summer of 1940, the Luftwaffe
(LOOFT*VAHF*uh), Germany’s air force, began
bombing Great Britain. At first, the Germans
targeted British airfields and aircraft factories.
Then, on September 7, 1940, they began focus-
ing on the cities, especially London, to break
British morale. Despite the destruction and loss
of life, the British did not waver.
The RAF, although badly outnumbered,
began to hit back hard. Two technological
devices helped turn the tide in the RAF’s
favor. One was an electronic tracking system
known as radar. Developed in the late 1930s,
radar could tell the number, speed, and direc-
tion of incoming warplanes. The other device
was a German code-making machine named
Enigma. A complete Enigma machine had
been smuggled into Great Britain in the late
1930s. Enigma enabled the British to decode
German secret messages. With information
gathered by these devices, RAF fliers could quickly launch attacks on the enemy.
To avoid the RAF’s attacks, the Germans gave up daylight raids in October 1940 in
favor of night bombing. At sunset, the wail of sirens filled the air as Londoners
flocked to the subways, which served as air-raid shelters. Some rode out the bombing
raids at home in smaller air-raid shelters or basements. This Battle of Britain contin-
ued until May 10, 1941. Stunned by British resistance, Hitler decided to call off his
attacks. Instead, he focused on the Mediterranean and Eastern Europe. The Battle of
Britain taught the Allies a crucial lesson. Hitler’s attacks could be blocked. B,
a A London bus is
submerged in a
bomb crater after
a German air raid.
The Mediterranean and the Eastern Front
The stubborn resistance of the British in the Battle of Britain caused a shift in
Hitler’s strategy in Europe. He decided to deal with Great Britain later. He then
turned his attention east to the Mediterranean area and the Balkans — and to the
ultimate prize, the Soviet Union.
Axis Forces Attack North Africa Germany’s first objective in the Mediterranean
region was North Africa, mainly because of Hitler’s partner, Mussolini. Despite its
alliance with Germany, Italy had remained neutral at the beginning of the war. With
Hitler’s conquest of France, however, Mussolini knew he had to take action. After
declaring war on France and Great Britain, Mussolini moved into France.
Mussolini took his next step in North Africa in September 1940. While the
Battle of Britain was raging, he ordered his army to attack British-controlled
Egypt. Egypt’s Suez Canal was key to reaching the oil fields of the Middle East.
Within a week, Italian troops had pushed 60 miles inside Egypt, forcing British
units back. Then both sides dug in and waited.
Britain Strikes Back Finally, in December, the British struck back. The result was
a disaster for the Italians. By February 1941, the British had swept 500 miles across
North Africa and had taken 130,000 Italian prisoners. Hitler had to step in to save
his Axis partner. To reinforce the Italians, Hitler sent a crack German tank force,
the Afrika Korps, under the command of General Erwin Rommel . In late March
1941, Rommel’s Afrika Korps attacked. Caught by surprise, British forces
retreated east to Tobruk, Libya. (See the map on page 923.)
Vocabulary
Luftwaffe is the
German word for
"air weapon."
MAIN IDEA
Recognizing
Effects
1/ Why was the
outcome of the
Battle of Britain
important for the
Allies?
Vocabulary
The Middle East
includes the coun-
tries of Southwest
Asia and northeast
Africa.
928 Chapter 32
After fierce fighting for Tobruk, the British began to drive Rommel back. By
mid- January 1942, Rommel had retreated to where he had started. By June 1942,
the tide of battle turned again. Rommel regrouped, pushed the British back across
the desert, and seized Tobruk — a shattering loss for the Allies. Rommel’s successes
in North Africa earned him the nickname “Desert Fox.”
The War in the Balkans While Rommel campaigned in North Africa, other
German generals were active in the Balkans. Hitler had begun planning to attack
his ally, the USSR, as early as the summer of 1940. The Balkan countries of south-
eastern Europe were key to Hitler’s invasion plan. Hitler wanted to build bases in
southeastern Europe for the attack on the Soviet Union. He also wanted to make
sure that the British did not interfere.
To prepare for his invasion, Hitler moved to expand his influence in the Balkans.
By early 1941, through the threat of force, he had persuaded Bulgaria, Romania,
and Hungary to join the Axis powers. Yugoslavia and Greece, which had pro-
British governments, resisted. In early April 1941, Hitler invaded both countries.
Yugoslavia fell in 11 days. Greece surrendered in 17. In Athens, the Nazis cele-
brated their victory by raising swastikas on the Acropolis.
Hitler Invades the Soviet Union With the Balkans firmly in control, Hitler could
move ahead with Operation Barbarossa, his plan to invade the Soviet Union. Early
in the morning of June 22, 1941, the roar of German tanks and aircraft announced
the beginning of the invasion. The Soviet Union was not prepared for this attack.
Although it had the largest army in the world, its troops were neither well equipped
nor well trained.
The invasion rolled on week after week until the Germans had pushed 500 miles
inside the Soviet Union. As the Soviet troops retreated, they burned and destroyed
everything in the enemy’s path. The Russians had used this scorched-earth strategy
against Napoleon.
On September 8, German forces put Leningrad under siege. By early November,
the city was completely cut off from the rest of the Soviet Union. To force a sur-
render, Hitler was ready to starve the city’s more than 2.5 million inhabitants.
German bombs destroyed warehouses where food was stored. Desperately hungry,
people began eating cattle and horse feed, as well as cats and dogs and, finally,
crows and rats. Nearly one million people died in Leningrad during the winter of
1941-1942. Yet the city refused to fall.
▼ Russian soldiers
prepare to attack
German lines out-
side Leningrad.
Impatient with the progress in Leningrad, Hitler looked to Moscow, the capital
and heart of the Soviet Union. A Nazi drive on the capital began on October 2,
1941. By December, the Germans had advanced to the outskirts of Moscow. Soviet
General Georgi Zhukov (ZHOOkuhf) counterattacked. As temperatures fell, the
Germans, in summer uniforms, retreated. Ignoring Napoleon’s winter defeat 130
years before, Hitler sent his generals a stunning order: “No retreat!” German troops
dug in about 125 miles west of Moscow. They held the line against the Soviets until
March 1943. Hitler’s advance on the Soviet Union gained nothing but cost the
Germans 500,000 lives. C,
MAIN IDEA
Making Inferences
C j What does the
fact that German
armies were not
prepared for the
Russian winter indi-
cate about Hitler's
expectations for the
Soviet campaign?
The United States Aids Its Allies
Most Americans felt that the United States should not get involved in the war.
Between 1935 and 1937, Congress passed a series of Neutrality Acts. The laws
made it illegal to sell arms or lend money to nations at war. But President
Roosevelt knew that if the Allies fell, the United States would be drawn into the
war. In September 1939, he asked Congress to allow the Allies to buy American
arms. The Allies would pay cash and then carry the goods on their own ships.
Under the Lend-Lease Act, passed in March 1941, the president could lend or
lease arms and other supplies to any country vital to the United States. By the sum-
mer of 1941, the U.S. Navy was escorting British ships carrying U.S. arms. In
response, Hitler ordered his submarines to sink any cargo ships they met.
Although the United States had not yet entered the war, Roosevelt and Churchill
met secretly and issued a joint declaration called the Atlantic Charter . It upheld
free trade among nations and the right of people to choose their own government.
The charter later served as the Allies’ peace plan at the end of World War II.
On September 4, a German U-boat fired on a U.S. destroyer in the Atlantic. In
response, Roosevelt ordered navy commanders to shoot German submarines on
sight. The United States was now involved in an undeclared naval war with Hitler.
To almost everyone’s surprise, however, the attack that actually drew the United
States into the war did not come from Germany. It came from Japan.
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• nonaggression pact • blitzkrieg • Charles de Gaulle • Winston Churchill • Battle of Britain • Erwin Rommel • Atlantic Charter
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2 . Which of the listed events
might be considered a turning
point for the Allies? Why?
3. Why were the early months of
World War II referred to as the
"phony war"?
6. CLARIFYING What do you think is meant by the statement
that Winston Churchill possibly was Britain's most
powerful weapon against Hitler's Germany?
Cause
Effect
First
blitz-krieq
Allies
stranded
at Dunkirk
Lend-Lease
Act
4. Why was Egypt of strategic
importance in World War II?
5. Why did President Franklin
Roosevelt want to offer help to
the Allies?
7. MAKING INFERENCES What factors do you think a
country's leaders consider when deciding whether to
surrender or fight?
8. COMPARING How were Napoleon's invasion of Russia
and Hitler's invasion of the Soviet Union similar?
9. WRITING ACTIVITY | EMPIRE BUILDING | Write a magazine
article on German conquests in Europe through 1942.
CONNECT TO TODAY
PREPARING AN ORAL REPORT
Conduct research into "stealth" technology, which is designed to evade radar. Use your
findings to prepare a brief oral report titled "How Stealth Technology Works."
930 Chapter 32
Japan's Pacific Campaign
MAIN IDEA 1 WHY IT MATTERS NOW | TERMS & NAMES
EMPIRE BUILDING Japan World War II established the
attacked Pearl Harbor in Hawaii United States as a leading player
and brought the United States in international affairs,
into World War II.
Isoroku
Yamamoto
Pearl Harbor
Battle of
Midway
Douglas
MacArthur
Battle of
Guadalcanal
SETTING THE STAGE Like Hitler, Japan’s military leaders also had dreams of
empire. Japan’s expansion had begun in 1931. That year, Japanese troops took
over Manchuria in northeastern China. Six years later, Japanese armies swept
into the heartland of China. They expected quick victory. Chinese resistance,
however, caused the war to drag on. This placed a strain on Japan’s economy. To
increase their resources, Japanese leaders looked toward the rich European
colonies of Southeast Asia.
Surprise Attack on Pearl Harbor
By October 1940, Americans had cracked one of the codes that the Japanese
used in sending secret messages. Therefore, they were well aware of Japanese
plans for Southeast Asia. If Japan conquered European colonies there, it could
also threaten the American-controlled Philippine Islands and Guam. To stop the
Japanese advance, the U.S. government sent aid to strengthen Chinese resistance.
And when the Japanese overran French Indochina — Vietnam, Cambodia, and
Laos — in July 1941, Roosevelt cut off oil shipments to Japan.
Despite an oil shortage, the Japanese continued their conquests. They hoped
to catch the European colonial powers and the United States by surprise. So
they planned massive attacks on British and Dutch colonies in Southeast Asia
and on American outposts in the Pacific — at the same time. Admiral Isoroku
Yamamoto (ih*soh*ROOkoo YAH*muh*MOH*toh), Japan’s greatest naval
strategist, also called for an attack on the U.S. fleet in Hawaii. It was, he said,
“a dagger pointed at [Japan’s] throat” and must be destroyed.
Day of Infamy Early in the morning of December 7, 1941, American sailors at
Pearl Harbor in Hawaii awoke to the roar of explosives. A Japanese attack was
underway! U.S. military leaders had known from a coded Japanese message that
an attack might come. But they did not know when or where it would occur.
Within two hours, the Japanese had sunk or damaged 19 ships, including 8 bat-
tleships, moored in Pearl Harbor. More than 2,300 Americans were killed — with
over 1,100 wounded. News of the attack stunned the American people. The next
day, President Roosevelt addressed Congress. December 7, 1941, he declared,
was “a date which will live in infamy.” Congress quickly accepted his request for
a declaration of war on Japan and its allies.
TAKING NOTES
Recognizing Effects
Use a chart to identify
the effects of four major
events of the war in the
Pacific between 1941
and 1943.
Event
Effect
World War II 931
a The U.S.S. West
Virginia is engulfed
by flames after
taking a direct hit
during the Japanese
attack on Pearl
Harbor.
Japanese Victories
Lightly defended, Guam and Wake
Island quickly fell to Japanese forces.
The Japanese then turned their attention
to the Philippines. In January 1942, they
marched into the Philippine capital of
Manila. American and Filipino forces
took up a defensive position on the
Bataan (buh*TAN) Peninsula on the
northwestern edge of Manila Bay. At the same time, the Philippine government
moved to the island of Corregidor just to the south of Bataan. After about three
months of tough fighting, the Japanese took the Bataan Peninsula in April.
Corregidor fell the following month.
The Japanese also continued their strikes against British possessions in Asia.
After seizing Hong Kong, they invaded Malaya from the sea and overland from
Thailand. By February 1942, the Japanese had reached Singapore, strategically
located at the southern tip of the Malay Peninsula. After a fierce pounding, the
colony surrendered. Within a month, the Japanese had conquered the resource-rich
Dutch East Indies (now Indonesia), including the islands of Java, Sumatra, Borneo,
and Celebes (SEHLmlfBEEz). The Japanese also moved westward, taking Burma.
From there, they planned to launch a strike against India, the largest of Great
Britain’s colonies.
By the time Burma fell, Japan had taken control of more than 1 million square
miles of Asian land. About 150 million people lived in this vast area. Before these
conquests, the Japanese had tried to win the support of Asians with the anticolo-
nialist idea of “East Asia for the Asiatics.” After victory, however, the Japanese
quickly made it clear that they had come as conquerors. They often treated the peo-
ple of their new colonies with extreme cruelty.
However, the Japanese reserved the most brutal treatment for Allied prisoners of
war. The Japanese considered it dishonorable to surrender, and they had contempt
for the prisoners of war in their charge. On the Bataan Death March — a forced
march of more than 50 miles up the peninsula — the Japanese subjected their cap-
tives to terrible cruelties. One Allied prisoner of war reported:
Almost at the same time of the Pearl
Harbor attack, the Japanese launched
bombing raids on the British colony of
Hong Kong and American-controlled
Guam and Wake Island. (See the map on
the opposite page.) They also landed an
invasion force in Thailand. The Japanese
drive for a Pacific empire was under way.
PRIMARY SOURCE
I was questioned by a Japanese officer, who found out that I had been in a Philippine
Scout Battalion. The [Japanese] hated the Scouts. . . . Anyway, they took me outside and
I was forced to watch as they buried six of my Scouts alive. They made the men dig
their own graves, and then had them kneel down in a pit. The guards hit them over the
head with shovels to stun them and piled earth on top.
LIEUTENANT JOHN SPAINHOWER, quoted in War Diary 1939-1945
Of the approximately 70,000 prisoners who started the Bataan Death March, only
54,000 survived.
932 Chapter 32
Alaska (U.S.)
Aleutian
ikhalin
Attu
May 1943
iarafuto
MONGOLIA
■Hokkaido
Beijing
(Peking)
PACIFIC
OCEAN
' J^^^Shikoku
'9, .Shanghai Nagasaki, Aug. 1945
Kyushu
Midway Island
June 1942
Okinawa
Apr.-July 1945
Wake Island
Dec. 1941
Mariana
Islands
Saipan
v June-July 1944
THAILAND
IPPINES
FRENCH *
INDOCHINA"
S Japanese empire, 1931
1 I Japanese gains by 1942
Extent of Japanese expansion
□ Allies
a Neutral nations
Allied advances
A Battle
Marshall
Islands
Caroline
Islands
MALAYA
Tarawa
Nov. 1943
^Singapore
%, <3, Borneo
Gilbert
Islands
INDIAN
OCEAN
NEW GUINE>&
Ellice
Islands
Solomon
Islands
iuadalcanal
Lug. 1942-Feb. 1943
Coral
Sea
2,000 Kilometers
AUSTRALIA
The Japanese warship Mikuma
lists and begins to sink after
being struck by bombs from
American aircraft during the
Battle of Midway.
Hornet & Enterprise ^
Yorktown
c, - N
Enterprise
(sinks
June 4)
s Yorktown
* (sinks June 7)
— ^ Japanese fleet movements
— ► U.S. fleet movements
-*[ Japanese air strikes
-+f U.S. air strikes
— Japanese aircraft carriers
U.S. aircraft carriers
100 Kilometer;
Kure
Atoll Midway Islands
GEOGRAPHY SKILLBUILDER: Interpreting Maps
World War II in Asia and the Pacific, 1941-1945
INTERACTIVE
Battle of Midway, June 1942
Some Japanese search aircraft were late getting into the air. As a result,
the Japanese were completely unaware that U.S. ships were nearby.
1 . Location Which battle was fought in the most northern
region ?
2. Movement From what two general directions did Allied
forces move in on Japan?
World War II 933
The Allies Strike Back
After a string of victories, the Japanese seemed unbeatable. Nonetheless, the
Allies — mainly Americans and Australians — were anxious to strike back in the
Pacific. The United States in particular wanted revenge for Pearl Harbor. In April
1942, 16 B-25 bombers under the command of Lieutenant Colonel James H.
Doolittle bombed Tokyo and several other Japanese cities. The bombs did little
damage. The raid, however, made an important psychological point to both
Americans and Japanese: Japan was vulnerable to attack.
The Allies Turn the Tide Doolittle’s raid on Japan raised American morale and
shook the confidence of some in Japan. As one Japanese citizen noted, “We started
to doubt that we were invincible.” In addition, some Japanese worried that defend-
ing and controlling a vast empire had caused them to spread their resources too thin.
Slowly, the Allies began to turn the tide of war. Early in May 1942, an American
fleet with Australian support intercepted a Japanese strike force headed for Port
Moresby in New Guinea. This city housed a critical Allied air base. Control of the air
base would put the Japanese in easy striking distance of Australia.
In the battle that followed — the Battle of the Coral Sea — both sides used a new
kind of naval warfare. The opposing ships did not fire a single shot. In fact, they
often could not see one another. Instead, airplanes taking off from huge aircraft car-
riers attacked the ships. The Allies suffered more losses in
ships and troops than did the Japanese. However, the Battle
of the Coral Sea was something of a victory, for the Allies
had stopped Japan’s southward advance.
The Battle of Midway Japan next targeted Midway Island,
some 1,500 miles west of Hawaii, the location of a key
American airfield. Thanks to Allied code breakers, Admiral
Chester Nimitz, commander in chief of the U.S. Pacific
Fleet, knew that a huge Japanese force was heading toward
Midway. Admiral Yamamoto himself was in command of the
Japanese fleet. He hoped that the attack on Midway would
draw the whole of the U.S. Pacific Fleet from Pearl Harbor
to defend the island, hj
On June 4, with American forces hidden beyond the hori-
zon, Nimitz allowed the Japanese to begin their assault on
the island. As the first Japanese planes got into the air,
American planes swooped in to attack the Japanese fleet.
Many Japanese planes were still on the decks of the aircraft
carriers. The strategy was a success. American pilots
destroyed 332 Japanese planes, all four aircraft carriers, and
one support ship. Yamamoto ordered his crippled fleet to
withdraw. By June 7, 1942, the battle was over. The Battle
of Midway turned the tide of war in the Pacific. (See the
inset map on page 933.)
An Allied Offensive
With morale high after their victory at Midway, the Allies
took the offensive. The war in the Pacific involved vast dis-
tances. Japanese troops had dug in on hundreds of islands
across the ocean. General Douglas MacArthur . the com-
mander of the Allied land forces in the Pacific, developed a
plan to handle this problem.
General Douglas MacArthur
1880-1964
Douglas MacArthur's qualities as a
leader and a fighting soldier emerged
in France during World War I. Show-
ing incredible dash and courage on
the battlefield, he received several
decorations for bravery. And he won
promotion from the rank of major to
brigadier general.
After serving in several positions in
the United States, MacArthur received
a posting to the Philippines in 1935.
He remained there until shortly
before the islands fell in 1941. But he
left very reluctantly. In a message to
the troops who remained behind, he
vowed, "I shall return." As you will
read later in the chapter, MacArthur
kept his promise.
I *
Vocabulary
invincible:
unconquerable
MAIN IDEA
Analyzing Motives
A/ Why might the
Americans send
their entire Pacific
Fleet to defend
Midway Island?
934 Chapter 32
MAIN IDEA
Identifying
Problems
If the vast dis-
tances of the Pacific
caused problems
for the Allies, how
might they have
also caused prob-
lems for the
Japanese?
MacArthur believed that storming each island would be a long,
costly effort. Instead, he wanted to “island-hop” past Japanese
strongholds. He would then seize islands that were not well
defended but were closer to Japan. Bj
MacArthur’s first target soon presented itself. U.S. military lead-
ers had learned that the Japanese were building a huge air base on
the island of Guadalcanal in the Solomon Islands. The Allies had to
strike fast before the base was completed and became another
Japanese stronghold. At dawn on August 7, 1942, several thousand
U.S. Marines, with Australian support, landed on Guadalcanal and
the neighboring island of Tulagi.
The marines had little trouble seizing Guadalcanal’s airfield.
But the battle for control of the island turned into a savage strug-
gle as both sides poured in fresh troops. In February 1943, after six
months of fighting on land and at sea, the Battle of Guadalcanal
finally ended. After losing more than 24,000 of a force of 36,000
soldiers, the Japanese abandoned what they came to call “the
Island of Death.”
To American war correspondent Ralph Martin and the U.S. sol-
diers who fought there, Guadalcanal was simply “hell”:
PRIMARY SOURCE
Hell was red furry spiders as big as your fist, . . . enormous rats and bats everywhere,
and rivers with waiting crocodiles. Hell was the sour, foul smell of the squishy jungle,
humidity that rotted a body within hours. . . . Hell was an enemy ... so fanatic that it
used its own dead as booby traps.
RALPH G. MARTIN, The Gl War
a U.S. Marines
storm ashore at
Guadalcanal.
As Japan worked to establish a new order in Southeast Asia and the Pacific, the
Nazis moved ahead with Hitler’s design for a new order in Europe. This design
included plans for dealing with those Hitler considered unfit for the Third Reich.
You will learn about these plans in Section 3.
SECTION Q,
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Isoroku Yamamoto • Pearl Harbor • Battle of Midway • Douglas MacArthur • Battle of Guadalcanal
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which event was most
important in turning the tide
of the war in the Pacific
against the Japanese? Why?
Event
Effect
INTEGRATED TECHNOLOGY
3. How did the Japanese plan to
catch the European colonial
powers and the United States
by surprise?
4. In what way was the Battle of
the Coral Sea a new kind of
naval warfare?
5. What was General Douglas
MacArthur's island-hopping
strategy?
INTERNET ACTIVITY
6. EVALUATING DECISIONS Did Admiral Yamamoto make a
wise decision in bombing Pearl Harbor? Why or why not?
7. ANALYZING MOTIVES Why do you think the Japanese
changed their approach from trying to win the support of
the colonized peoples to acting as conquerors?
8. IDENTIFYING PROBLEMS What problems did Japan face
in building an empire in the Pacific?
9. WRITING ACTIVITY | EMPIRE BUILDING Imagine you are a
foreign diplomat living in Asia during World War II. Write
journal entries describing the Japanese advance across
Asia and the Pacific during 1941 and 1942.
Use the Internet to research the Pearl Harbor Memorial in Hawaii. INTERNET KEYWORD
Create a Web page that describes the memorial and provides Pearl Harbor
background information on the attack.
World War II 935
he Holocaust
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
EMPIRE BUILDING During the
The violence against Jews
• Aryan
• "Final
Holocaust Hitler's Nazis killed
during the Holocaust led to the
• Holocaust
Solution"
six million Jews and five million
founding of Israel after World
• Kristallnacht
• genocide
other "non-Aryans."
War II.
• ghetto
SETTING THE STAGE As part of their vision for Europe, the Nazis proposed
a new racial order. They proclaimed that the Germanic peoples, or Aryans , were
a “master race.” (This was a misuse of the term Aryan. The term actually refers
to the Indo-European peoples who began to migrate into the Indian subcontinent
around 1500 B.c.) The Nazis claimed that all non- Aryan peoples, particularly
Jewish people, were inferior. This racist message would eventually lead to the
Holocaust the systematic mass slaughter of Jews and other groups judged infe-
rior by the Nazis.
TAKING NOTES
Analyzing Bias Use a
web diagram to identify
examples of Nazi
persecution.
The Holocaust Begins
To gain support for his racist ideas, Hitler knowingly tapped into a hatred for
Jews that had deep roots in European history. For generations, many Germans,
along with other Europeans, had targeted Jews as the cause of their failures.
Some Germans even blamed Jews for their country’s defeat in World War I and
for its economic problems after that war.
In time, the Nazis made the targeting of Jews a government policy. The
Nuremberg Laws, passed in 1935, deprived Jews of their rights to German citi-
zenship and forbade marriages between Jews and non-Jews. Laws passed later
also limited the kinds of work that Jews could do.
“Night of Broken Glass" Worse was yet to come. Early in November 1938,
17-year-old Herschel Grynszpan (GRIHN*shpahn), a Jewish youth from
Germany, was visiting an uncle in Paris. While Grynszpan was there, he received
a postcard. It said that after living in Germany for 27 years, his father had been
deported to Poland. On November 7, wishing to avenge his father’s deportation,
Grynszpan shot a German diplomat living in Paris.
When Nazi leaders heard the news, they launched a violent attack on the
Jewish community. On November 9, Nazi storm troopers attacked Jewish homes,
businesses, and synagogues across Germany and murdered close to 100 Jews.
An American in Leipzig wrote, “Jewish shop windows by the hundreds were
systematically . . . smashed. . . . The main streets of the city were a positive lit-
ter of shattered plate glass.” It is for this reason that the night of November 9
became known as Kristallnacht (krih*STAHL*NAHKT), or “Night of Broken
Glass.” A 14-year-old boy described his memory of that awful night:
936 Chapter 32
PRIMARY SOURCE
All the things for which my parents had worked for eighteen long years were destroyed
in less than ten minutes. Piles of valuable glasses, expensive furniture, linens— in short,
everything was destroyed. . . . The Nazis left us, yelling, "Don't try to leave this house!
We'll soon be back again and take you to a concentration camp to be shot."
M. I. L1BAU, quoted in Never to Forget: The Jews of the Holocaust
MAIN IDEA
Recognizing
Effects
A^What steps did
Hitler take to rid
Germany of Jews?
Kristallnacht marked a major step-up in the Nazi policy of Jewish persecution. The
future for Jews in Germany looked truly grim.
A Flood of Refugees After Kristallnacht , some Jews realized that violence
against them was bound to increase. By the end of 1939, a number of German Jews
had fled to other countries. Many however, remained in Germany. Later, Hitler
conquered territories in which millions more Jews lived.
At first, Hitler favored emigration as a solution to what he called “the Jewish
problem.” Getting other countries to continue admitting Germany’s Jews became
an issue, however. After admitting tens of thousands of Jewish refugees, such coun-
tries as France, Britain, and the United States abruptly closed their doors to further
immigration. Germany’s foreign minister observed, “We all want to get rid of our
Jews. The difficulty is that no country wishes to receive them.”
Isolating the Jews When Hitler found that he could not get rid of Jews through
emigration, he put another plan into effect. He ordered Jews in all countries under
his control to be moved to designated cities. In those cities, the Nazis herded the
Jews into dismal, overcrowded ghettos , or segregated Jewish areas. The Nazis
then sealed off the ghettos with barbed wire and stone walls. They hoped that the
Jews inside would starve to death or die from disease. kj
Even under these horrible conditions, the Jews hung on. Some, particularly the
Jews in Warsaw, Poland, formed resistance organizations within the ghettos. They
also struggled to keep their traditions. Ghetto theaters produced plays and concerts.
Teachers taught lessons in secret schools. Scholars kept records so that one day
people would find out the truth.
A After 1941, all
Jews in German-
controlled areas
had to wear a
yellow Star of
David patch.
The "Final Solution"
Hitler soon grew impatient waiting for Jews to die from starvation or disease. He _ ...
decided to take more direct action. His plan was called the “ Final Solution .” It was r0 und up Jews in
actually a program of genocide , the systematic killing of an entire people. the Warsaw ghetto.
Hitler believed that his plan of conquest depended on the purity of the Aryan
race. To protect racial purity, the Nazis had to eliminate other races, nationalities,
or groups they viewed as inferior — as “subhumans.” They included Roma (gyp-
sies), Poles, Russians, homosexuals, the insane, the disabled, and the incurably ill.
But the Nazis focused especially on the Jews. B,
The Killings Begin As Nazi troops swept across Eastern Europe and the Soviet
Union, the killings began. Units from the SS (Hitler’s elite security force) moved
from town to town to hunt down Jews. The SS and their collaborators rounded up
men, women, children, and even babies and took them to isolated spots. They then
shot their prisoners in pits that became the prisoners’ graves.
Jews in communities not reached by the killing squads were rounded up and
taken to concentration camps, or slave-labor prisons. These camps were located
mainly in Germany and Poland. Hitler hoped that the horrible conditions in the
camps would speed the total elimination of the Jews.
The prisoners worked seven days a week as slaves for the SS or for German
businesses. Guards severely beat or killed their prisoners for not working fast
enough. With meals of thin soup, a scrap of bread, and potato peelings, most pris-
oners lost 50 pounds in the first few months. Hunger was so intense, recalled one
survivor, “that if a bit of soup spilled over, prisoners would . . . dig their spoons
into the mud and stuff the mess in their mouths.”
MAIN IDEA
Analyzing Bias
B , How was the
"Final Solution" a
natural outcome of
Nazi racial theory?
The Final Stage Hitler’s war on the Jews turned toward the “Final Solution” in
1942. The Nazis built extermination camps equipped with huge gas chambers that
could kill as many as 6,000 human beings in a day. (See the map on page 953.)
When prisoners arrived at Auschwitz (OUSHwihts), the largest of the extermi-
nation camps, they paraded before a committee of SS doctors. With a wave of the
hand, these doctors separated the strong — mostly men — from the weak — mostly
women, young children, the elderly, and the sick. Those labeled as weak would die
that day. They were told to undress for a shower and then led into a chamber with
History n Depth
Jewish Resistance
Even in the extermination camps, Jews rose up
and fought against the Nazis. At Treblinka in
August 1943, and at Sobibor in October 1943,
small groups of Jews revolted. They killed
guards, stormed the camp armories and stole
guns and grenades, and then broke out. In both
uprisings, about 300 prisoners escaped. Most
were killed soon after. Of those who survived,
many joined up with partisan groups and
continued to fight until the end of the war.
Late in 1944, prisoners at Auschwitz revolted,
too. Like the escapees at Treblinka and Sobibor,
most were caught and killed. Young women like
Ella Gartner and Roza Robota made the
Auschwitz uprising possible. Gartner smuggled
gunpowder into the camp from the munitions
factory where she worked. Robota helped
organize resistance in the camp. Gartner and
Robota were executed on January 6, 1945. Less
than a month later, Auschwitz was liberated.
938 Chapter 32
Jews Killed Under Nazi Rule*
| Original Jewish
Population
Jews
Killed
Percent
Surviving
Poland
3,300,000
2,800,000
15%
Soviet Union (area
occupied by Germans)
2,100,000
1,500,000
29%
Hungary
404,000
200,000
49%
Romania
850,000
425,000
50%
Germany/Austria
270,000
210,000
22%
*Estimates Source: Hannah Vogt, The Burden of Guilt
fake showerheads. After the doors were closed, cyanide gas or carbon dioxide
poured from the showerheads or holes in the ceiling. All inside were killed in a
matter of minutes. Later, the Nazis installed crematoriums, or ovens, to burn the
bodies.
The Survivors Some six million European Jews died in these death camps and in
Nazi massacres. Fewer than four million survived. Some escaped the horrors of the
death camps with help from non-Jewish people. These rescuers, at great risk to
their own lives, hid Jews in their homes or helped them escape to neutral countries.
Those who survived the camps were changed forever by what they had experi-
enced. As Elie Wiesel, nearly 15 years old when he entered Auschwitz, noted:
PRIMARY SOURCE
Never shall I forget the little faces of the children, whose bodies I saw turned into
wreaths of smoke beneath a silent blue sky. Never shall I forget those flames which
consumed my faith forever. . . . Never shall I forget those moments which murdered
my God and my soul and turned my dreams to dust. . . . Never.
ELIE WIESEL, quoted in Night
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Aryan • Holocaust • Kristallnacht • ghetto • "Final Solution"
• genocide
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. What Nazi actions were part
3. What was the new racial order
6. ANALYZING MOTIVES Why might people want to blame a
of the "Final Solution"?
proposed by the Nazis?
minority group for most of their country's problems?
4. What Nazi action marked the
7. MAKING INFERENCES Why do you think the German
final stage of the "Final
people went along with the Nazi policy of persecution of
Solution"?
the Jews?
Na.z-i
5. How did some non-Jews
8. RECOGNIZING EFFECTS What impact did the Holocaust
persecution
oppose Hitler's "Final
Solution"?
have on the Jewish population of Europe?
9. WRITING ACTIVITY SCIENCE AND TECHNOLOGY Write a
persuasive essay discussing how German scientists,
engineers, and doctors asked to participate in the
Holocaust might have opposed Hitler's policy.
CONNECT TO TODAY
CREATING A MAP
Find information on instances of genocide and ethnic cleansing in the last 20 years. Use
the information to create an annotated map titled "Genocide in the Late 20th Century"
World War II 939
The Allied Victory
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
EMPIRE BUILDING Led by the
The Allies' victory in World War II
• Dwight D.
• D-Day
United States, Great Britain, and
set up conditions for both the
Eisenhower
• Battle of the
the Soviet Union, the Allies
Cold War and today's post-Cold
• Battle of
Bulge
scored key victories and won
War world.
Stalingrad
• kamikaze
the war.
SETTING THE STAGE On December 22, 1941, just after Pearl Harbor,
Winston Churchill and President Roosevelt met at the White House to develop a
joint war policy. Stalin had asked his allies to relieve German pressure on his
armies in the east. He wanted them to open a second front in the west. This would
split the Germans’ strength by forcing them to fight major battles in two regions
instead of one. Churchill agreed with Stalin’s strategy. The Allies would weaken
Germany on two fronts before dealing a deathblow. At first, Roosevelt was torn,
but ultimately he agreed.
TAKING NOTES
Recognizing Effects
Use a chart to identify
the outcomes of several
major World War II
battles.
ba.ttU
OuicoMe
battle. of
Bl Ala.Me.in
battle, of
S’ta.lingra.d
D~0a.ii
)nva.sion
The Tide Turns on Two Fronts
Churchill wanted Britain and the United States to strike first at North Africa and
southern Europe. The strategy angered Stalin. He wanted the Allies to open the
second front in France. The Soviet Union, therefore, had to hold out on its own
against the Germans. All Britain and the United States could offer in the way of
help was supplies. Nevertheless, late in 1942, the Allies began to turn the tide of
war both in the Mediterranean and on the Eastern Front.
The North African Campaign As you recall from Section 1, General Erwin
Rommel took the key Libyan port city of Tobruk in June 1942. With Tobruk’s
fall, London sent General Bernard Montgomery — “Monty” to his troops — to
take control of British forces in North Africa. By the time Montgomery arrived,
however, the Germans had advanced to an Egyptian village called El Alamein
(AL*uh»MAYN), west of Alexandria. (See the map on page 942.) They were dug
in so well that British forces could not go around them. The only way to dislodge
them, Montgomery decided, was with a massive frontal attack. The Battle of El
Alamein began on the night of October 23. The roar of about 1,000 British guns
took the Axis soldiers totally by surprise. They fought back fiercely and held
their ground for several days. By November 4, however, Rommel’s army had
been beaten. He and his forces fell back.
As Rommel retreated west, the Allies launched Operation Torch. On
November 8, an Allied force of more than 100,000 troops — mostly Americans —
landed in Morocco and Algeria. American general Dwight D. Eisenhower led
this force. Caught between Montgomery’s and Eisenhower’s armies, Rommel’s
Afrika Korps was finally crushed in May 1943.
940 Chapter 32
MAIN IDEA
Making
Inferences
What advan-
tages might a
weaker army fight-
ing on its home soil
have over a
stronger invading
army?
The Battle for Stalingrad As Rommel suf-
fered defeats in North Africa, German armies
also met their match in the Soviet Union. The
German advance had stalled at Leningrad and
Moscow late in 1941. And the bitter winter
made the situation worse. When the summer
of 1942 arrived, however, Hitler sent his Sixth
Army, under the command of General
Friedrich Paulus, to seize the oil fields in the
Caucasus Mountains. The army was also to
capture Stalingrad (now Volgograd), a major
industrial center on the Volga River. (See the
map on page 942.)
The Battle of Stalingrad began on August
23, 1942. The Luftwaffe went on nightly bomb-
ing raids that set much of the city ablaze and
reduced the rest to rubble. The situation looked
desperate. Nonetheless, Stalin had already told
his commanders to defend the city named after
him to the death.
By early November 1942, Germans controlled 90 percent of the ruined city. Then
another Russian winter set in. On November 19, Soviet troops outside the city
launched a counterattack. Closing in around Stalingrad, they trapped the Germans
inside and cut off their supplies. General Paulus begged Hitler to order a retreat. But
Hitler refused, saying the city was “to be held at all costs.”
On February 2, 1943, some 90,000 frostbitten, half-starved German troops sur-
rendered to the Soviets. These pitiful survivors were all that remained of an army
of 330,000. Stalingrad’s defense had cost the Soviets over one million soldiers. The
city was 99 percent destroyed. However, the Germans were now on the defensive,
with the Soviets pushing them steadily westward.
The Invasion of Italy As the Battle of Stalingrad raged, Stalin continued to urge
the British and Americans to invade France. However, Roosevelt and Churchill
decided to attack Italy first. On July 10, 1943, Allied forces landed on Sicily and
captured it from Italian and German troops about a month later.
The conquest of Sicily toppled Mussolini from power. On July 25, King Victor
Emmanuel III had the dictator arrested. On September 3, Italy surrendered. But
the Germans seized control of northern Italy and put Mussolini back in charge.
Finally, the Germans retreated northward, and the victorious Allies entered Rome
on June 4, 1944. Fighting in Italy, however, continued until Germany fell in May
1945. On April 27, 1945, Italian resistance fighters ambushed some German
trucks near the northern Italian city of Milan. Inside one of the trucks, they found
Mussolini disguised as a German soldier. They shot him the next day and later
hung his body in downtown Milan for all to see.
▲ Soviet troops
launch an attack
during the battle
for Stalingrad.
The Allied Home Fronts
Wherever Allied forces fought, people on the home fronts rallied to support them.
In war-torn countries like the Soviet Union and Great Britain, civilians endured
extreme hardships. Many lost their lives. Except for a few of its territories, such as
Hawaii, the United States did not suffer invasion or bombing. Nonetheless,
Americans at home made a crucial contribution to the Allied war effort. Americans
produced the weapons and equipment that would help win the war.
World War II 941
NORWAY
Leningrad
SWEDEN
Moscow
Baltic
Sea
North
Sea
Smolensk
Kursk
(1943)
Minsk
(1944)
Berlin
(1945) *
GERMANY
Warsaw
(1944-45)
Battle of the
Bulge (1944-45)
* <:
ormandyN^
(1944) Paris'
#. Stalingrad
(1942-43)
FRANCE
SWITZ.
ROMANIA
ITALY
Black Sea
BULGARIA
Anziif
(1944)
SPAIN
Algiers (1942)
Oran (1942)
SYRIA
Mediterranean Sea
LEBANON
TUNISIA
(Fr.)
* Casablanca (1942)
MOROCCO
(Fr.)
Tobruk
PALESTINE
ElAtorin* 'Alexandria
(1942)
ALGERIA
(Fr.)
TRANSJORDAN
LIBYA (It.)
500 Kilometers
EGYPT
SAUDI
ARABIA
World War II: Allied Advances, 1942-1945
INTERACTIVE
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Region Which European countries remained neutral during
World War II?
2. Movement What seems to be the destination for most of the
Allied advances that took place in Europe during 1943-1944?
942 Chapter 32
m
Axis nations, 1938
□
Axis-controlled, 1942
□
Allies
□
Neutral nations
Allied advances
*
Major Battles
Vocabulary
rationed : distributed
in limited amounts
Analyzing Motives
Why did U.S.
government propa-
ganda try to portray
the Japanese as
sinister?
Mobilizing for War Defeating the Axis powers
required mobilizing for total war. In the United States,
factories converted their peacetime operations to
wartime production and made everything from
machine guns to boots. Automobile factories pro-
duced tanks. A typewriter company made armor-
piercing shells. By 1944, between 17 and 18 million
U.S. workers — many of them women — had jobs in
war industries.
With factories turning out products for the war, a
shortage of consumer goods hit the United States.
From meat and sugar to tires and gasoline, from
nylon stockings to laundry soap, the American gov-
ernment rationed scarce items. Setting the speed
limit at 35 miles per hour also helped to save
gasoline and rubber. In European countries directly
affected by the war, rationing was even more drastic.
To inspire their people to greater efforts, Allied
governments conducted highly effective propaganda
campaigns. In the Soviet Union, a Moscow youngster collected enough scrap metal
to produce 14,000 artillery shells. And a Russian family used its life savings to buy
a tank for the Red Army. In the United States, youngsters saved their pennies and
bought government war stamps and bonds to help finance the war.
War Limits Civil Rights Government propaganda also had a negative effect. After
Pearl Harbor, a wave of prejudice arose in the United States against Japanese
Americans. Most lived in Hawaii and on the West Coast. The bombing of Pearl Harbor
frightened Americans. This fear, encouraged by government propaganda, was turned
against Japanese Americans. They were suddenly seen as “the enemy.” On February
19, 1942, President Roosevelt issued an executive order calling for the internment of
Japanese Americans because they were considered a threat to the country. Bj
In March, the military began rounding up “aliens” and shipping them to reloca-
tion camps. The camps were restricted military areas located far away from the
coast. Such locations, it was thought, would prevent these “enemy aliens” from
assisting a Japanese invasion. However, two-thirds of those interned were Nisei,
native-born American citizens whose parents were Japanese. Many of them volun-
teered for military service and fought bravely for the United States, even though
their families remained in the camps.
▲ American school-
children helped
the war effort by
recycling scrap
metal and rubber
and by buying
war bonds.
Victory in Europe
While the Allies were dealing with issues on the home front, they also were prepar-
ing to push toward victory in Europe. In 1943, the Allies began secretly building
an invasion force in Great Britain. Their plan was to launch an attack on German-
held France across the English Channel.
The D-Day Invasion By May 1944, the invasion force was ready. Thousands of
planes, ships, tanks, and landing craft and more than three million troops awaited
the order to attack. General Dwight D. Eisenhower, the commander of this enor-
mous force, planned to strike on the coast of Normandy, in northwestern France.
The Germans knew that an attack was coming. But they did not know where it
would be launched. To keep Hitler guessing, the Allies set up a huge dummy army
with its own headquarters and equipment. This make-believe army appeared to be
preparing to attack the French seaport of Calais (ka*LAY).
World War II 943
The D-Day Invasion, June 6, 1944
INTERACT/VE
English Channel
" "SteT-Mere
l * •
.H.L'
U.S. 1st ARMY
Bradley
21st ARMY GROUP
COMMANDER OF GROUND FORCES
Montgomery
1
BRITISH 2nd ARMY
Dempsey
POINTE-DU-HOC
10 Miles
H i | Carentan* - -A
Vierville*
Collevill
Jsigny Jrevieres*
20 Kilometers
Bayeux*
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1. Human-Environment Interaction What environmental problem might have
been encountered by 1st Army soldiers landing at Utah Beach?
2. Movement Looking at the map, what might have been the Allied strategy
behind parachuting troops into France?
Caen
Dover
London^
UNITED KINGDOM
Portsmouth
TorquaW-'A Is^f
1 ' 50° l\l J \ \ / Dover ■
200 Kilometers
Allied forces
li|Si| Flooded areas
-JF Glider landing areas
* " »
i ^ ■ Planned drop zones
General Dwight D. Eisenhower
1890-1969
In his career, U.S. General Dwight
Eisenhower had shown an
uncommon ability to work with all
kinds of people— even competitive
Allies. His chief of staff said of
Eisenhower, "The sun rises and sets
on him for me." He was also wildly
popular with the troops, who
affectionately called him "Uncle Ike."
So it was not a surprise when, in
December 1943, U.S. Army Chief of
Staff George Marshall named
Eisenhower as supreme commander
of the Allied forces in Europe. The
new commander's "people skills"
enabled him to join American and
British forces together to put a
permanent end to Nazi aggression.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY Create an
illustrated report on Eisenhower's
military career. Go to classzone.com for
your research.
Code-named Operation Overlord, the invasion of
Normandy was the largest land and sea attack in history.
The invasion began on June 6, 1944 — known as D-Day . At
dawn on that day, British, American, French, and Canadian
troops fought their way onto a 60-mile stretch of beach in
Normandy. (See the map on this page.) The Germans had
dug in with machine guns, rocket launchers, and cannons.
They sheltered behind concrete walls three feet thick. Not
surprisingly, the Allies took heavy casualties. Among the
American forces alone, more than 2,700 men died on the
beaches that day.
Despite heavy losses, the Allies held the beachheads.
Within a month of D-Day, more than one million additional
troops had landed. Then, on July 25, the Allies punched a hole
in the German defenses near Saint-Lo (san*LOH), and the
United States Third Army, led by General George Patton,
broke out. A month later, the Allies marched triumphantly into
Paris. By September, they had liberated France, Belgium, and
Luxembourg. They then set their sights on Germany.
The Battle of the Bulge As Allied forces moved toward
Germany from the west, the Soviet army was advancing
toward Germany from the east. Hitler now faced a war on
two fronts. In a desperate gamble, he decided to counter-
attack in the west. Hitler hoped a victory would split
American and British forces and break up Allied supply
lines. Explaining the reasoning behind his plan, Hitler said,
“This battle is to decide whether we shall live or die. . . . All
resistance must be broken in a wave of terror.”
On December 16, German tanks broke through weak
American defenses along a 75-mile front in the Ardennes. The
push into Allied lines gave the campaign its name — the Battle
of the Bulg e. Although caught off guard, the Allies eventually
pushed the Germans back. The Germans had little choice
but to retreat, since there were no reinforcements available.
Vocabulary
beachheads: enemy
shoreline captured
just before invading
forces move inland
944 Chapter 32
Germany's Unconditional Surrender After the Battle of the Bulge, the war in
Europe rapidly drew to a close. In late March 1945, the Allies rolled across the
Rhine River into Germany. By the middle of April, a noose was closing around
Berlin. About three million Allied soldiers approached Berlin from the southwest.
Another six million Soviet troops approached from the east. By April 25, 1945, the
Soviets had surrounded the capital and were pounding the city with artillery fire.
While Soviet shells burst over Berlin, Hitler prepared for his end in an under-
ground headquarters beneath the crumbling city. On April 29, he married his long-
time companion, Eva Braun. The next day, Hitler and Eva Braun committed
suicide. Their bodies were then carried outside and burned.
On May 7, 1945, General Eisenhower accepted the unconditional surrender of the
Third Reich from the German military. President Roosevelt, however, did not live to
witness the long-awaited victory. He had died suddenly on April 12, as Allied armies
were advancing toward Berlin. Roosevelt’s successor, Harry Truman, received the
news of the Nazi surrender. On May 9, the surrender was officially signed in Berlin.
The United States and other Allied powers celebrated V-E Day — Victory in Europe
Day. After nearly six years of fighting, the war in Europe had ended.
Vocabulary
These pilots took
their name from the
kamikaze, or "divine
wind," that saved
Japan from a
Mongol invasion in
1281 .
Victory in the Pacific
Although the war in Europe was over, the Allies were still fighting the Japanese in
the Pacific. With the Allied victory at Guadalcanal, however, the Japanese
advances in the Pacific had been stopped. For the rest of the war, the Japanese
retreated before the counterattack of the Allied powers.
The Japanese in Retreat By the fall of 1944, the Allies were moving in on Japan.
In October, Allied forces landed on the island of Leyte (LAY*tee) in the Philippines.
General Douglas MacArthur, who had been ordered to leave the islands before
their surrender in May 1942, waded ashore at Leyte
with his troops. On reaching the beach, he declared,
“People of the Philippines, I have returned.”
Actually, the takeover would not be quite that easy.
The Japanese had devised a bold plan to halt the
Allied advance. They would destroy the American
fleet, thus preventing the Allies from resupplying their
ground troops. This plan, however, required risking
almost the entire Japanese fleet. They took this gam-
ble on October 23, in the Battle of Leyte Gulf. Within
four days, the Japanese navy had lost disastrously —
eliminating it as a fighting force in the war. Now, only
the Japanese army and the feared kamikaze stood
between the Allies and Japan. The kamikazes were
Japanese suicide pilots. They would sink Allied ships
by crash-diving their bomb-filled planes into them.
In March 1945, after a month of bitter fighting
and heavy losses, American Marines took Iwo
Jima (EE*wuh JEE*muh), an island 760 miles from
Tokyo. On April 1, U.S. troops moved onto the island
of Okinawa, only about 350 miles from southern
Japan. The Japanese put up a desperate fight.
Nevertheless, on June 21, one of the bloodiest land
battles of the war ended. The Japanese lost over
100,000 troops, and the Americans 12,000.
▼ U.S. marines
raise the Stars and
Stripes after their
victory at Iwo Jima.
World War II 945
Globa Hmpacto Arming for War
Hiroshima: Day of Fire
Patterns of Interaction video s eri es
Arming for War: Modern and Medieval Weapons
Just as in World War I, the conflicts of World War II spurred the
development of ever more powerful weapons. Mightier tanks, more
elusive submarines, faster fighter planes— all emerged from this period.
From ancient times to the present day, the pattern remains the same:
Every new weapon causes other countries to develop weapons of
similar or greater force. This pattern results in a deadly race for an
ultimate weapon: for example, the atomic bomb.
Nagasaki citizens trudge through the still smoldering ruins of
their city in this photograph by Yosuke Yamahata. ▼
The Atomic Bomb
On the eve of World War II, scientists in Germany succeeded in splitting the
nucleus of a uranium atom, releasing a huge amount of energy. Albert Einstein
wrote to President Franklin Roosevelt and warned him that Nazi Germany might
be working to develop atomic weapons. Roosevelt responded by giving his
approval for an American program, later code-named the Manhattan Project, to
develop an atomic bomb. Roosevelt's decision set off a race to ensure that the
United States would be the first to develop the bomb.
▼ On the morning of August 6,
1945, the B-29 bomber Enolo Gay,
flown by Colonel Paul W. Tibbets,
Jr., took off from Tinian Island in
the Mariana Islands.
► At precisely 8:16 a.m.,
the atomic bomb
exploded above
Hiroshima, a city on
the Japanese island
of Honshu.
Impact of the Bombing
Ground temperatures
7,000°F
Hurricane force winds
980 miles per hour
Energy released
20,000 tons of TNT
Buildings destroyed
62,000 buildings
Killed immediately
70,000 people
Dead by the end of 1945
140,000 people
Total deaths related to A-bomb
210,000 people
The overwhelming destructive power of the Hiroshima
bomb, and of the bomb dropped on Nagasaki three days
later, changed the nature of war forever. Nuclear destruction
also led to questions about the ethics of scientists and
politicians who chose to develop and use the bomb.
1. Making Inferences What advantages
did the United States have over
Germany in the race to develop the
atomic bomb?
^ See Skillbuilder Handbook, page RIO.
2. Comparing and Contrasting If you
were to design a memorial to the
victims of the Hiroshima and
Nagasaki bombings, what symbol
would you use? Make a sketch of
your memorial.
Connect to Today
The Japanese Surrender After Okinawa, the
next stop for the Allies had to be Japan.
President Truman’s advisers had informed
him that an invasion of the Japanese homeland
might cost the Allies half a million lives.
Truman had to make a decision whether to use
a powerful new weapon called the atomic
bomb, or A-bomb. Most of his advisers felt
that using it would bring the war to the quick-
est possible end. The bomb had been devel-
oped by the top-secret Manhattan Project,
headed by General Leslie Groves and chief
scientist J. Robert Oppenheimer. Truman first
learned of the new bomb’s existence when he
became president.
The first atomic bomb was exploded in a
desert in New Mexico on July 16, 1945.
President Truman then warned the Japanese.
He told them that unless they surrendered,
they could expect a “rain of ruin from the air.”
The Japanese did not reply. So, on August 6,
1945, the United States dropped an atomic
bomb on Hiroshima, a Japanese city of nearly
350,000 people. Between 70,000 and 80,000 people died in the attack. Three days
later, on August 9, a second bomb was dropped on Nagasaki, a city of 270,000.
More than 70,000 people were killed immediately. Radiation fallout from the two
explosions killed many more.
The Japanese finally surrendered to General Douglas MacArthur on September
2. The ceremony took place aboard the United States battleship Missouri in Tokyo
Bay. With Japan’s surrender, the war had ended. Now, countries faced the task of
rebuilding a war-torn world.
a j. Robert
Oppenheimer (left)
and General Leslie
Groves inspect the
site of the first
atomic bomb test
near Alamogordo,
New Mexico.
[sEOIONj^
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Dwight D. Eisenhower • Battle of Stalingrad • D-Day • Battle of the Bulge
• kamikaze
USING YOUR NOTES
2. Which battle do you think
was most important in
turning the war in favor of
the Allies? Why?
Battle
OwtcoMe
Battle of
£7 Ala.Me.it i
Battle of
Stalingrad
D-Daif
Invasion
MAIN IDEAS
3. Why did Stalin want the United
States and Britain to launch a
second front in the west?
4. How did the Allies try to
conceal the true location for
the D-Day landings?
5. What brought about the
Japanese surrender?
CRITICAL THINKING & WRITING
6. CLARIFYING How do governments gather support for a
war effort on the home front?
7. ANALYZING ISSUES Should governments have the power
to limit the rights of their citizens during wartime? Explain
your answer.
8. FORMING AND SUPPORTING OPINIONS Did President
Truman make the correct decision in using the atomic
bomb? Why or why not?
9. WRITING ACTIVITY | SCIENCE AND TECHNOLOGY ] Write a
research report on the work of the Manhattan Project in
developing the atomic bomb.
CONNECT TO TODAY
CREATING A POSTER
During World War II, the U.S. government used propaganda posters to encourage citizens to
support the war effort. Create a similar kind of poster to encourage support for a war on litter
in your neighborhood.
World War II 947
Europe and Japan in Ruins
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
ECONOMICS World War II cost
millions of human lives and
billions of dollars in damages. It
left Europe and Japan in ruins.
The United States survived
World War II undamaged,
allowing it to become a world
leader.
• Nuremberg • demilitarization
Trials • democratization
SETTING THE STAGE After six long years of war, the Allies finally were vic-
torious. However, their victory had been achieved at a very high price. World War
II had caused more death and destruction than any other conflict in history. It left
60 million dead. About one-third of these deaths occurred in one country, the
Soviet Union. Another 50 million people had been uprooted from their homes
and wandered the countryside in search of somewhere to live. Property damage
ran into billions of U.S. dollars.
TAKING NOTES
Comparing and
Contrasting Use a Venn
diagram to compare and
contrast the aftermath of
World War II in Europe
and Japan.
Devastation in Europe
By the end of World War II, Europe lay in ruins. Close to 40 million Europeans
had died, two-thirds of them civilians. Constant bombing and shelling had
reduced hundreds of cities to rubble. The ground war had destroyed much of the
countryside. Displaced persons from many nations were left homeless.
A Harvest of Destruction A few of the great cities of Europe — Paris, Rome,
and Brussels — remained largely undamaged by war. Many, however, had suf-
fered terrible destruction. The Battle of Britain left huge areas of London little
more than blackened ruins. Warsaw, the capital of Poland, was almost completely
destroyed. In 1939, Warsaw had a population of nearly 1.3 million. When Soviet
soldiers entered the city in January 1945, only 153,000 people remained.
Thousands of tons of Allied bombs had demolished 95 percent of the central area
of Berlin. One U.S. officer stationed in the German capital reported, “Wherever
we looked we saw desolation. It was like a city of the dead.”
After the bombings, many civilians stayed where they were and tried to get on
with their lives. Some lived in partially destroyed homes or apartments. Others
huddled in cellars or caves made from rubble. They had no water, no electricity,
and very little food.
A large number of people did not stay where they were. Rather, they took to
the roads. These displaced persons included the survivors of concentration
camps, prisoners of war, and refugees who found themselves in the wrong coun-
try when postwar treaties changed national borders. They wandered across
Europe, hoping to find their families or to find a safe place to live.
Simon Weisenthal, a prisoner at Auschwitz, described the search made by
Holocaust survivors:
948 Chapter 32
Costs of World War II: Allies and Axis
Direct War Costs
1 Military Killed/Missing I
Civilians Killed
United States
$288.0 billion*
292,131**
-
Great Britain
$117.0 billion
272,311
60,595
France
$1 1 1.3 billion
205,707***
173,260+
USSR
$93.0 billion
13,600,000
7,720,000
Germany
$212.3 billion
3,300,000
2,893,000tt
Japan
$41.3 billion
1,140,429
953,000
* In 1994 dollars.
** An additional 115,187 servicemen died
from non-battle causes.
*** Before surrender to Nazis,
t Includes 65,000 murdered Jews,
tt includes about 170,000 murdered Jews and
56,000 foreign civilians in Germany.
SKILLBUILDER: Interpreting Charts
1 . Drawing Conclusions Which of the nations listed in the chart
suffered the greatest human costs?
2 . Comparing How does U.S. spending on the war compare
with the spending of Germany and Japan?
PRIMARY SOURCE
Across Europe a wild tide of frantic survivors was flowing. . . . Many of them didn't really
know where to go. . . . And yet the survivors continued their pilgrimage of despair. . . .
"Perhaps someone is still alive. . . ." Someone might tell where to find a wife, a mother,
children, a brother-or whether they were dead. . . . The desire to find one's people was
stronger than hunger, thirst, fatigue.
SIMON WE1SENTHAL, quoted in Never to Forget: The Jews of the Holocaust
Misery Continues After the War The misery in Europe continued for years after
the war. The fighting had ravaged Europe’s countryside, and agriculture had been
completely disrupted. Most able-bodied men had served in the military, and the
women had worked in war production. Few remained to plant the fields. With the
transportation system destroyed, the meager harvests often did not reach the cities.
Thousands died as famine and disease spread through the bombed-out cities. The
first postwar winter brought more suffering as people went without shoes and coats.
Postwar Governments and Politics
MAIN IDEA
Identifying
Problems
Why might it
have been difficult
to find democratic
government leaders
in post-Nazi
Germany?
Despairing Europeans often blamed their leaders for the war and its aftermath.
Once the Germans had lost, some prewar governments — like those in Belgium,
Holland, Denmark, and Norway — returned quickly. In countries like Germany,
Italy, and France, however, a return to the old leadership was not desirable. Hitler’s
Nazi government had brought Germany to ruins. Mussolini had led Italy to
defeat. The Vichy government had collaborated with the Nazis. Much of the old
leadership was in disgrace. Also, in Italy and France, many resistance fighters
were communists. A*
After the war, the Communist Party promised change, and millions were ready
to listen. In both France and Italy, Communist Party membership skyrocketed. The
communists made huge gains in the first postwar elections. Anxious to speed up a
political takeover, the communists staged a series of violent strikes. Alarmed
French and Italians reacted by voting for anticommunist parties. Communist Party
membership and influence began to decline. And they declined even more as the
economies of France and Italy began to recover.
World War II 949
The Nuremberg Trials While nations were struggling to
recover politically and economically, they also tried to deal
with the issue of war crimes. During 1945 and 1946, an
International Military Tribunal representing 23 nations put
Nazi war criminals on trial in Nuremberg, Germany. In the
first of these Nuremberg Trials , 22 Nazi leaders were
charged with waging a war of aggression. They were also
accused of committing “crimes against humanity” — the
murder of 1 1 million people.
Adolf Hitler, SS chief Heinrich Himmler, and Minister of
Propaganda Joseph Goebbels had committed suicide long
before the trials began. However, Hermann Goring, the
commander of the Luftwaffe; Rudolf Hess, Hitler’s former
deputy; and other high-ranking Nazi leaders remained to
face the charges.
Hess was found guilty and was sentenced to life in
prison. Goring received a death sentence, but cheated the
executioner by committing suicide. Ten other Nazi leaders
were hanged on October 16, 1946. Hans Frank, the “Slayer
of Poles,” was the only convicted Nazi to express remorse:
“A thousand years will pass,” he said, “and still this guilt of
Germany will not have been erased.” The bodies of those
executed were burned at the concentration camp of Dachau
(DAHK*ow). They were cremated in the same ovens that
had burned so many of their victims.
Postwar Japan
The defeat suffered by Japan in World War II left the coun-
try in ruins. Two million lives had been lost. The country’s
major cities, including the capital, Tokyo, had been largely
destroyed by bombing raids. The atomic bomb had turned
Hiroshima and Nagasaki into blackened wastelands. The
Allies had stripped Japan of its colonial empire.
Occupied Japan General Douglas MacArthur, who had accepted the Japanese sur-
render, took charge of the U.S. occupation of Japan. MacArthur was determined to
be fair and not to plant the seeds of a future war. Nevertheless, to ensure that peace
would prevail, he began a process of demilitarization , or disbanding the Japanese
armed forces. He achieved this quickly, leaving the Japanese with only a small police
force. MacArthur also began bringing war criminals to trial. Out of 25 surviving
defendants, former Premier Hideki Tojo and six others were condemned to hang.
MacArthur then turned his attention to democratization , the process of creat-
ing a government elected by the people. In February 1946, he and his American
political advisers drew up a new constitution. It changed the empire into a consti-
tutional monarchy like that of Great Britain. The Japanese accepted the constitu-
tion. It went into effect on May 3, 1947.
MacArthur was not told to revive the Japanese economy. However, he was
instructed to broaden land ownership and increase the participation of workers and
farmers in the new democracy. To this end, MacArthur put forward a plan that required
absentee landlords with huge estates to sell land to the government. The government
then sold the land to tenant farmers at reasonable prices. Other reforms pushed by
MacArthur gave workers the right to create independent labor unions. §,
Connect ^Today
A New War Crimes Tribunal
In 1993, the UN established the
International Criminal Tribunal for
the Former Yugoslavia (ICTY) to
prosecute war crimes committed in
the Balkan conflicts of the 1990s.
(See Chapter 35.) This was the first
international war crimes court since
those held in Nuremberg and Tokyo
after World War II.
The ICTY issued its first indictment
in 1994 and began trial proceedings
in 1996. By mid-2007, 161
defendants had been indicted. Ratko
Mladic and Radovan Karadzic' the
leaders of the Bosnian Serbs, remain
at large. The most prominent of those
charged was Slobodan Milosevic
(above), the former president of
Yugoslavia. He was charged with 66
counts of genocide, crimes against
humanity, and other war crimes. On
March 11, 2006, Milosevic, who had
suffered from poor health, was found
dead in his cell.
L — — __ —
MAIN IDEA
Making
Inferences
How would
demilitarization and
a revived economy
help Japan achieve
democracy?
950 Chapter 32
MAIN IDEA
Analyzing Causes
C/Why did the
Americans choose
the British system
of government for
the Japanese,
instead of the
American system?
Occupation Brings Deep Changes
The new constitution was the most important achievement of
the occupation. It brought deep changes to Japanese society.
A long Japanese tradition had viewed the emperor as divine.
He was also an absolute ruler whose will was law. The
emperor now had to declare that he was not divine. That
admission was as shocking to the Japanese as defeat. His
power was also dramatically reduced. Like the ruler of Great
Britain, the emperor became largely a figurehead — a symbol
of Japan. C,
The new constitution guaranteed that real political power
in Japan rested with the people. The people elected a two-
house parliament, called the Diet. All citizens over the age of
20, including women, had the right to vote. The government
was led by a prime minister chosen by a majority of the Diet.
A constitutional bill of rights protected basic freedoms. One
more key provision of the constitution — Article 9 — stated
that the Japanese could no longer make war. They could fight
only if attacked.
In September 1951, the United States and 47 other nations
signed a formal peace treaty with Japan. The treaty officially ended the war. Some
six months later, the U.S. occupation of Japan was over. However, with no armed
forces, the Japanese agreed to a continuing U.S. military presence to protect their
country. The United States and Japan, once bitter enemies, were now allies.
In the postwar world, enemies not only became allies. Sometimes, allies became
enemies. World War II had changed the political landscape of Europe. The Soviet
Union and the United States emerged from the war as the world’s two major pow-
ers. They also ended the war as allies. However, it soon became clear that their
postwar goals were very different. This difference stirred up conflicts that would
shape the modern world for decades.
a Emperor Hirohito
and U.S. General
Douglas MacArthur
look distant and
uncomfortable as
they pose here.
SECTION
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Nuremberg Trials • demilitarization • democratization
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2.
How did the aftermath of the
3. Why did so many Europeans
6. ANALYZING CAUSES Why do you think that many
war in Europe differ from the
take to the roads and wander
Europeans favored communism after World War II?
aftermath of the war in Japan?
the countryside after the war?
4. How did the Allies deal with
the issue of war crimes in
7. FORMING AND SUPPORTING OPINIONS Do you think it
was right for the Allies to try only Nazi and Japanese
leaders for war crimes? Why or why not?
Europe, onhj
Europe?
8. MAKING INFERENCES Why was demilitarization such an
berth
5. What three programs did
important part of the postwar program for Japan?
Japan only
General Douglas MacArthur
introduce during the U.S.
occupation of Japan?
9. WRITING ACTIVITY ECONOMICS | In the role of an observer
for the United States government, write a report on the
economic situation in Europe after World War II. Illustrate
your report with appropriate charts and graphs.
CONNECT TO TODAY
CREATING A RADIO NEWS REPORT
Conduct research on a recent trial at the International War Crimes Tribunal in
The Hague. Use your findings to create a two-minute radio news report on the trial.
World War II 951
Chapter Assessment
TERMS & NAMES
For each term or name below, briefly explain its connection
to World War II.
1. blitzkrieg
2 . Atlantic Charter
3. Battle of Midway
4. Holocaust
5. genocide
6 . D-Day
7. Nuremberg Trials
8 . demilitarization
MAIN IDEAS
Hitler's Lightning War Section l (pages 925-930)
9. What event finally unleashed World War II?
10. Why was capturing Egypt's Suez Canal so important to
the Axis powers?
Japan's Pacific Campaign Section 2 (pages 931-935)
11 . What was Yamamoto's objective at Pearl Harbor?
12. How did Japan try to win support from other Asian
countries?
The Holocaust Section 3 (pages 936-939)
13. Name two tactics that Hitler used to rid Germany of
Jews before creating his "Final Solution."
14. What tactics did Hitler use during the "Final Solution"?
The Allied Victory Section 4 (pages 940-947)
15. Why were consumer goods rationed during the war?
16. What was Operation Overlord?
Europe and Japan in Ruins Section 5 (pages 948-951)
17. Why did Europeans leave their homes following the war?
18. What were two of the most important steps that
MacArthur took in Japan following the war?
CRITICAL THINKING
1. USING YOUR NOTES
Copy the chart into your notebook and specify for each listed
battle or conflict whether the Axis powers or the Allied powers
gained an advantage.
Battle/Conflict
Allied or Axis Powers?
Battle of Britain
War in the Balkans
Pearl Harbor
Battle of the Coral Sea
Battle of Midway
2. DRAWING CONCLUSIONS
Consider the personalities, tactics, and policies of Hitler,
Rommel, MacArthur, and Churchill. What qualities make a
good war leader?
3. COMPARING AND CONTRASTING
| EMPIRE BUILDING 1 Compare and contrast Japan's and
Germany's goals in World War II.
4. EVALUATING COURSES OF ACTION
| ECONOMICS! Why do you think the governments of the
United States and other countries encouraged people on the
home front to organize programs for such activities as scrap
collection and Victory gardens?
VISUAL SUMMARY
EUROPE
AUG 1939 Nonaggression pact between
Germany and the Soviet Union
sept 1939
Germany in-
vades Poland;
World War II
begins
Events of World War II
AUG 1942 Hitler orders
attack on Stalingrad
MAY 1940 Britain
evacuates forces from Dunkirk
JUNE 1940 France
surrenders; the Battle
of Britain begins
JUNE 1941 Germany
invades the Soviet Union
MAY 1945 Germany
surrenders
NOV 1942 Allies land
in North Africa
DEC 1944 Battle of
FEB 1943 Germans the Bulge begins
surrender at Stalingrad
JUNE 1944 Allies invade
Europe on D-Day
PACIFIC DEC 1941 Japanese
JUNE 1942
OCT 1944 Allies
MAR 1945 Allies
attack Pearl Harbor; U.S.
Allies defeat
defeat Japan in
capture Iwo Jima
declares war on Japan
Japan in Battle
Battle of Leyte Gulf
of Midway
JUNE 1945 Okinawa
APR 1942 Bataan
falls to Allies
Death March begins
AUG 1945 Allies drop
MAY 1942 Allies turn back
FEB 1943
atomic bombs on
Japanese fleet
: in Battle
Japanese suffer
Hiroshima and Nagasaki
of the Coral Sea; Allies
defeat at Battle
surrender in Philippines
of Guadalcanal
SEPT 1945 Japan surrenders
952 Chapter 32
> STANDARDS-BASED ASSESSMENT
Use the excerpt and your knowledge of world history to
answer question 1 .
Additional Test Practice, pp. S1-S33
PRIMARY SOURCE
But there was no military advantage in hurling the bomb
upon Japan without warning. The least we might have
done was to announce to our foe that we possessed the
atomic bomb; that its destructive power was beyond
anything known in warfare; and that its terrible
effectiveness had been experimentally demonstrated in this
country. ... If [Japan] doubted the good faith of our
representations, it would have been a simple matter to
select a demonstration target in the enemy's own country
at a place where the loss of human life would be at a
minimum. If, despite such warning, Japan had still held out,
we would have been in a far less questionable position had
we then dropped the bombs on Hiroshima and Nagasaki.
The Christian Century ; August 29, 1945
1. According to the writer, what is the least the Allies might have
done with reference to using the atomic bomb?
A. tell Japan that they possessed the atomic bomb, a weapon
with incredible destructive power
B. demonstrate it on a selected target in the United States
where loss of life would be limited
C. invite Japanese leaders to a demonstration explosion of
the bomb in the United States
D. drop the bomb on cities in Germany as well as on
Japanese cities
Use the map and your knowledge of world history to
answer question 2.
2 . In which country were most death camps located?
A. Austria C. Poland
B. Germany D. Yugoslavia
INTEGRATED TECHNOLOGY
TEST PRACTICE Go to classzone.com
• Diagnostic tests • Strategies
• Tutorials • Additional practice
ALTERNATIVE ASSESSMENT
1. Interact with History
On page 924, you had to decide under what circumstances war
is justified. Now that you have read the chapter, do you think that
Germany and Japan were justified in waging war? Were the Allies
justified in declaring war on Germany and Japan? As you think
about these questions, consider the moral issues that confront
world leaders when they contemplate war as an option.
2. eM WRITING ABOUT HISTORY
| SCIENCE AND TECHNOLOGY! Conduct research on the scientific
and technological developments used in the Allied war effort.
Use your findings to create several information cards for a
card series titled "Science and Technology During World War II."
Organize the information on your cards in the following
categories:
• name of invention or development
• country
• year
• use in the war
• use today
INTEGRATED TECHNOLOGY
Writing an Internet-Based Research Paper
During World War II, many consumer-goods manufacturers
switched to the production of military goods. Many of these
companies still exist. Working with a partner, use the Internet
to research one such company. Find out what products the
company made before and during the war, and how the
company's wartime role affected its reputation. Go to the
Web Research Guide at classzone.com to learn about
conducting research on the Internet.
Present the results of your research in a well-organized
paper. Be sure to
• apply a search strategy check when using directories and
search engines to locate Web resources
• judge the usefulness and reliability of each Web site
• correctly cite your Web sources
• edit for organization and correct use of language
World War II 953
7 Comparing & Contrasting The Changing Nature of Warfare
Technology of War
In Unit 7, you studied the economic and political upheavals that led to two world
wars. For the first time, war involved not only the interested countries, but also their
allies near and far and their colonies in far-flung places. In the next six pages, you
will analyze the widespread use of machines and other technologies as tools for
fighting and the increasingly involved role of civilians in war.
Maxim Machine Gun A
Hiram Maxim (above) invented the
first portable, automatic machine gun.
Machine guns fired hundreds of
rounds per minute and were used by
all the combatants in World War I.
Tanks a
Tanks, like the early British model
shown above, enabled armies to travel
over uneven ground and barbed wire.
Although too slow to be used to full
advantage at first, they were
devastating against soldiers in trenches.
954 Unit 7 Comparing & Contrasting
T First Military Plane
The earliest military planes were used for reconnaissance of enemy
positions. A passenger could drop bombs (below) and, in later World War
I models, operate a machine gun.
Poison Gas ▼
Poison gases were introduced
to help break the stalemate of
trench warfare. They caused
suffocation, blistered skin,
or blindness (below) to
those exposed.
Blitzkrieg A
The Germans used
blitzkrieg or "lightning
war" to invade Poland.
They employed air
strikes, fast tanks, and
artillery, followed by
soldiers sped into
battle on trucks
(shown above). They
swiftly overwhelmed
Poland and disrupted
its command and
communications.
Atomic Bomb ►
The United States dropped two atomic bombs on
Japan and became the first nation to use nuclear
weapons. An atomic bomb (right) creates an explosion
that causes massive damage. The radioactive particles
released are carried by winds for weeks.
1944 1945
? German Me 262
Military jet planes were first used by
the Germans in 1944. These planes
added speed to fire power. The Me
262 (below) was the only jet to be
used extensively in World War II.
Comparing &
Contrasting
1. How did technology change the
nature of war in the 20th century?
2 . Compared with earlier guns, what
made machine guns so effective?
3. How did airplanes change the way
war was carried out?
4
955
unit 7 Comparing & Contrasting: The Changing Nature of Warfare
Expansion of Warfare
World War I and World War II both began as localized wars. As the allies of the opposing
combatants became involved in the wars, combat spread to distant parts of the world.
Countries attacked each other’s colonies, attempted to gain territory for themselves,
dedicated massive amounts of physical and human resources, and sometimes sought to kill
entire populations.
Total War
A feature of warfare in the 20th century was how
entire national economies were directed toward the
war effort. As a result, civilians were not only
potential victims of combat, but they also became
actual targets themselves. Civilians also became
active participants, producing arms, food, vehicles,
and other goods needed for war. Many factories
stopped producing consumer goods and began
making products needed by the military.
London ►
The photograph shows a section of
London destroyed by bombs in the Battle
of Britain during World War II.
DOCUMENT-BASED QUESTION
What effect do you think the kind of
destruction shown in the photograph
had on the residents of London?
©lie Nctor JJxsrrk Sinter.
EXTRA
LUSITANIA SUNK BY A SUBMARINE, PROBABLY 1,260 DEAD;
TWICE TORPEDOED OFF IRISH COAST; SINKS IN 15 MINUTES;
CAPT. TURNER SAVED, FROHMAN AND VANDERBILT MISSING;
WASHINGTON BELIEVES THAT A GRAVE CRISIS IS AT HAND
sac nt nunc
◄ Lusitania
This newspaper shows
the headline and various
articles about the sinking
of the British passenger
ship Lusitania during
World War I. Note also
the announcement from
the German embassy
warning civilians not to
travel to Great Britain
because Germany
considered it a war zone.
DOCUMENT-BASED
QUESTION
I/I//? of effect would the
headline and
photograph have on
the American public?
956 Unit 7 Comparing & Contrasting
PRIMARY SOURCE
Genocide
Genocide is the calculated and methodical destruction of a national,
religious, ethnic, or racial group. The perpetrators consider their victims
inferior or wish to take over their lands and property, or both. The mass
killing of Armenians by Ottoman Turks beginning in 1915 is considered
the first genocide of the 20th century. During the Holocaust, the Nazis
killed more than 6 million people. As a result, in 1948 the United Nations
approved an international convention to prevent and punish genocide.
INTERACTIVE
Genocide in WWII
Primo Levi describes how prisoners
at the, Nazi concentration camp of
Auschwitz were selected tor death.
Text not avai I abl e f or
electronic use. Please
refer to the text i n the
t ext book.
PRIMARY SOURCE
INTERACTIVE
Genocide in WWI
The following excerpts are from telegrams sent to the secretary
of state by the U.S. embassy in the Ottoman Empire. They
concern the situation of Armenians in Turkey. The first passage
was written by the American Consul General at Beirut and
describes the deportation of villagers from the Zeitoon region,
and the second calls attention to the killing of people in eastern
Turkey.
July 20, 1915:
Whole villages were deported at an hours notice, with no
opportunity to prepare for the journey, not even in some cases
to gather together the scattered members of the family, so that
little children were left behind. . . .
In many cases the men were (those of military age were
nearly all in the army) bound tightly together with ropes or
chains. Women with little children in their arms, or in the last
days of pregnancy were driven along under the whip like cattle.
Three different cases came under my knowledge where the
woman was delivered on the road, and because her brutal driver
hurried her along she died. . . .
These people are being scattered in small units, three or four
families in a place, among a population of different race and
religion, and speaking a different language. I speak of them as
being composed of families, but four fifths of them are women
and children.
July 31, 1915:
[The president of a charitable organization] has information from
[a] reliable source that Armenians, mostly women and children,
deported from the Erzerum district, have been massacred near
Kemakh. . . . Similar reports comes from other sources showing
that but few of these unfortunate people will ever reach their
stated destination.
DOCUMENT-BASED QUESTION
What would be the result of scattering Armenian villagers in
unfamiliar places under such terrible conditions?
DOCUMENT-BASED QUESTION
What was the Nazis' attitude toward
selecting prisoners to be killed?
Comparing &
Contrasting
1. Judging from the examples on these
two pages, in what ways did warfare
expand to include civilians?
2. If civilians manufacture materials for
the war effort, should they be military
targets? Why or why not?
3. How did modern weaponry contribute
to both the sinking of the Lusitania
and the bombing of London?
4
957
The Human Cost of War
The global nature of World Wars I and II wreaked a level of destruction unknown
before. National economies were exhausted; farmland, towns, and villages were
destroyed. More soldiers died in World War I than in all the conflicts of the
previous three centuries, and millions more died in World War II. Civilians died by
the millions as a result of military operations, concentration camps, the bombing of
towns and cities, and starvation and disease.
Military Cost
Both sides in the two world wars suffered tremendous
military casualties, including dead, wounded, and
missing in action. About 8.5 million soldiers died in
World War I and 19.4 million in World War II. The
excerpts show how weapons and tactics contributed
to the large number of casualties.
PRIMARY SOURCE
INTER ACTIVE
Trench Warfare
British sergeant major Ernest
Shephard remembers the first day of
the Battle of the Somme in his diary.
A lovely day, intensely hot. Lots of
casualties in my trench. The enemy are
enfilading us with heavy shell,
dropping straight on us. A complete
trench mortar battery of men killed by
one shell, scores of dead and badly
wounded in trench . . . Every move we
make brings intense fire, as trenches
so badly battered the enemy can see
all our movements. Lot of wounded
[from the front] . . . several were hit
again and killed in trench. We put as
many wounded as possible in best
spots in trench and I sent a lot down,
but I had so many of my own men £
killed and wounded that after a time I =
could not do this. ... ^
[Laterally we were blown from ^
place to place. Men very badly shaken. 3
As far as possible we cleared trenches 5
of debris and dead. These we piled in g
heaps, enemy shells pitching on them z
made matters worse.
DOCUMENT-BASED QUESTION
Judging from the quotation , what was
Shephard's attitude toward the battle?
PRIMARY SOURCE
INTERACTIVE
Iwo Jima
Japan lost 21,000 soldiers and the United States
6,800 in the Battle of Iwo Jima. A U.S. Marines
correspondent described part of the fighting below.
Behind a rolling artillery barrage and with fixed
bayonets, the unit leaped forward in . . . [a] charge
and advanced to the very mouths of the fixed
[Japanese] defenses. . . . [T]he men flung themselves
at the tiny flaming holes, throwing grenades and
jabbing with bayonets. Comrades went past,
hurdled the defenses and rushed across Airfield
no. 2. . . . Men died at every step. That was how we
broke their line. . . .
Across the field we attacked a ridge. The enemy
rose up out of holes to hurl our assault back. The
squads re-formed and went up again. At the crest
they plunged on the [Japanese] with bayonets. . . .
The [Japanese] on the ridge were annihilated.
DOCUMENT-BASED QUESTION
I/I//? of attitude do you think the soldiers on both sides
had to adopt to fight in such a bloody conflict as this?
Military Casualties, World War I and World War II
■
1 j
;
■■
:
J
m
n
1
WWI WWII WWI WWII WWI WWII WWI WWII WWI WWII
British Empire/ Germany Japan Russia/ United
Commonwealth U.S.S.R. States
Source: Encyclopaedia Britannica
SKILLBUILDER: Interpreting Graphs
What factors may have contributed to the increased number of
deaths in World War II over World War I?
958 Unit 7 Comparing & Contrasting
MARY
Displaced Persons
Laura de Gozdawa Turczynowicz, an American married
to a Polish nobleman, described fleeing the advance of
the German army into Suwalki, Poland.
At the [Vilno] station were crowds of Suwalki people.
One man of our acquaintance had brought with him
only his walking stick! Another man had become
separated from his young son, fourteen, and daughter,
sixteen, . . . and the poor father was on the verge of
losing his reason. . . .
Such a lot of people came for help that my money
melted like snow in the sunshine. I took just as many
as could be packed in our [hotel] rooms
The next day dragged wearily along, everybody
waiting, living only to hear better news. The city was
rapidly filling with refugees. In one place, an old
convent, they were given a roof to sleep under, and
hot tea.
DOCUMENT-BASED QUESTION
Under what conditions did the Polish refugees flee
from the Germans?
PRIMARY SOURCE
INTERACTIVE
Atomic Bomb
In this excerpt, Dr. Tatsuichiro Akizuki describes
the people who began arriving at his hospital in
Nagasaki the day the bomb was dropped.
It was all he could do to keep standing. Yet it
didn't occur to me that he had been seriously
injured
As time passed, more and more people in a
similar plight came up to the hospital ... All were
of the same appearance, sounded the same. "I'm
hurt, hurt! I'm burning! Water!" They all moaned
the same lament. . . .[7]hey walked with strange,
slow steps, groaning from deep inside themselves
as if they had travelled from the depths of hell.
They looked whitish; their faces were like masks.
DOCUMENT-BASED QUESTION
Why did the doctor not recognize his
patients' symptoms?
Comparing & Contrasting
1. Given the conditions described during trench warfare and on
Iwo Jima, why would soldiers continue to fight?
2. How were the human costs of war, military and civilian, similar
to each other? How were they different?
3. Given what you have read on these pages, if another world
war broke out, would you prefer to be in the military or to be
a civilian? Why?
EXTENSION ACTIVITY
Look up the numbers of civilian casualties suffered in different
countries during World War II in an encyclopedia or other
reference source. Use the graph on page 958 as a model. Be
sure to include the countries with the most significant figures in
different parts of the world. Write a paragraph explaining why
these countries had the greatest number of casualties.
959
Perspectives
On the Present
1 945-present
*
Nation Building
In Unit 8, you will learn about the emergence or growth of
several different nations. At the end of the unit, you will have a
chance to compare and contrast the nations you have studied.
(See pages 1100-1105.)
On November 10, 1989, all borders
between East and West Germany
were opened. Here, people celebrate
in front of the Brandenburg Gate,
one of the former border crossings
between Fast and West.
CHAPTER
J5
Restructuring the
Postwar World,
1945-Present
Previewing Main Ideas
| ECONOMICS 1 Two conflicting economic systems, capitalism and
communism, competed for influence and power after World War II. The
superpowers in this struggle were the United States and the Soviet Union.
Geography Study the mop and the key. What does the map show about
the state of the world in 1949?
1 REVOLUTION | In Asia, the Americas, and Eastern Europe, people revolted
against repressive governments or rule by foreign powers. These revolutions
often became the areas for conflict between the two superpowers.
Geography Look at the map. Which of the three areas mentioned was not
Communist in 1949?
EMPI R E BUILDING] The United States and the Soviet Union used military.
economic, and humanitarian aid to extend their control over other countries.
Each also tried to prevent the other superpower from gaining influence.
Geography Why might the clear-cut division shown on this map be
misleading?
r
INTEGRATED TECHNOLOGY H
1
(eEdition <f
t INTERNET RESOURCES
• Interactive Maps
Go to classzone.com for:
• Interactive Visuals
• Research Links
• Maps
• Interactive Primary Sources
• Internet Activities
• Test Practice
• Primary Sources
• Chapter Quiz
• Current Events
1959
Cuba becomes
Communist.
(Fidel Castro) ►
1945
1949
1957
A United
Communists
Soviets
Nations
take control
launch
formed.
of China.
Sputnik.
1947
Independent India
partitioned into India
and Pakistan.
1957 \
Ghana achieves
independence from
Great Britain. ►
962
ARCTIC
OCEAN
SOVIET
UNION
CANADA
ATLANTIC
OCEAN'
Cold War Enemies, 1 949
PACIFIC
OCEAN
Communist
Non-Communist
TAIWAN
Lambert Azimuthal Equal- Area Projection
I'V
iran INDIAN
tbucial OCEAN
1969 33
IhS, lands Wj
astronauts *
on the moon, ►
1990
Communists voted
out of power in
Nicaragua,
1975
Vietnam War
ends.
2000
South Korea and North Korea
meet to improve relations.
1989
< Berlin Wall is
knocked down
in Germany.
1994
First all-race election
in South Africa is held,
(Nelson Mandela) ►
c
□
Support
anti-government
rebels.
Send troops.
Give
economic
Join together
in an alliance.
• How might the actions taken affect your country? the other
superpower?
• How might being caught in a struggle between superpowers
affect a developing nation?
As a class, discuss how the conflict between the superpowers
affects the rest of the world. As you read about how the
superpowers tried to gain allies, notice the part weaker countries
played in their conflict.
If you were president, what
policies would you follow to
gain allies ?
World War II has ended. You are the leader of a great superpower — one of two
in the world. To keep the balance of power in your nation’s favor, you want to
gain as many allies as possible. You are particularly interested in gaining the
support of nations in Africa, Asia, and Central and South America who do not
yet favor either superpower.
You call your advisers together to develop policies for making uncommitted
nations your allies.
Cold War: Superpowers Face Off
MAIN IDEA
ECONOMICS The opposing
economic and political
philosophies of the United
States and the Soviet Union led
to global competition.
WHY IT MATTERS NOW
The conflicts between the
United States and the Soviet
Union played a major role in
reshaping the modern world.
TERMS & NAMES
• United Nations • Cold War
• iron curtain • NATO
• containment • Warsaw Pact
• Truman Doctrine • brinkmanship
• Marshall Plan
SETTING THE STAGE During World War II, the United States and the Soviet
Union had joined forces to fight against the Germans. The Soviet army marched
west; the Americans marched east. When the Allied soldiers met at the Elbe
River in Germany in 1945, they embraced each other warmly because they had
defeated the Nazis. Their leaders, however, regarded each other much more
coolly. This animosity caused by competing political philosophies would lead to
a nearly half-century of conflict called the Cold War.
Allies Become Enemies
Even before World War II ended, the U.S. alliance with the Soviet Union had
begun to unravel. The United States was upset that Joseph Stalin, the Soviet
leader, had signed a nonaggression pact with Germany in 1939. Later, Stalin
blamed the Allies for not invading German-occupied Europe earlier than 1944.
Driven by these and other disagreements, the two allies began to pursue oppos-
ing goals. Ya/fa U-Z
Yalta Conference: A Postwar Plan The war was not yet over in February 1945. confe.re.nce. incident
But the leaders of the United States, Britain, and the Soviet Union met at the
Soviet Black Sea resort ofYalta. There, they agreed to divide Germany into zones
of occupation controlled by the Allied military forces. Germany also would have
TAKING NOTES
Following Chronological
Order Organize important
early Cold War events in a
time line.
► Winston Churchill,
Franklin D. Roosevelt,
and Joseph Stalin
meet at Yalta in 1945.
965
to pay the Soviet Union to compensate for its loss of life and property. Stalin agreed
to join the war against Japan. He also promised that Eastern Europeans would have
free elections. A skeptical Winston Churchill predicted that Stalin would keep his
pledge only if the Eastern Europeans followed “a policy friendly to Russia.”
Creation of the United Nations In June 1945, the United States and the Soviet
Union temporarily set aside their differences. They joined 48 other countries in
forming the United Nations (UN). This international organization was intended to
protect the members against aggression. It was to be based in New York.
The charter for the new peacekeeping organization established a large body
called the General Assembly. There, each UN member nation could cast its vote on
a broad range of issues. An 11 -member body called the Security Council had the
real power to investigate and settle disputes, though. Its five permanent members
were Britain, China, France, the United States, and the Soviet Union. Each could
veto any Security Council action. This provision was intended to prevent any mem-
bers of the Council from voting as a bloc to override the others.
Differing U.S. and Soviet Goals Despite agreement at Yalta and their presence
on the Security Council, the United States and the Soviet Union split sharply after
the war. The war had affected them very differently. The United States, the world’s
richest and most powerful country, suffered 400,000 deaths. But its cities and fac-
tories remained intact. The Soviet Union had at least 50 times as many fatalities.
One in four Soviets was wounded or killed. Also, many Soviet cities were demol-
ished. These contrasting situations, as well as political and economic differences,
affected the two countries’ postwar goals. (See chart below.) ^
MAIN IDEA 1
Summarizing
4/ Why did the
United States and
the Soviet Union
split after the war?
I MARK title
. ta Sen m
So rtf i
See
INGAHY
ATLANTIC
OCEAN
FRANCE SWITZ
UGOSLAVIA
m Bhck
BULGARIA Sett
Mediterranean Sea
Superpower Aims in Europe
■I INTERACTIVE
United States
• Encourage democracy in other countries to help
prevent the rise of Communist governments
• Gain access to raw materials and markets to fuel
booming industries
• Rebuild European governments to promote
stability and create new markets for U.S. goods
• Reunite Germany to stabilize it and increase the
security of Europe
Soviet Union
• Encourage communism in other countries as part
of a worldwide workers' revolution
• Rebuild its war-ravaged economy using Eastern
Europe's industrial equipment and raw materials
• Control Eastern Europe to protect Soviet borders
and balance the U.S. influence in Western Europe
• Keep Germany divided to prevent its waging
war again
■ Co mmunist countries. 1948
□ N on -Comm uni st count ri os. 1 948
— Iron curtain
SKILLBUILDER: Interpreting Maps and Charts
1. Drawing Conclusions Which countries separated the Soviet Union from
Western Europe ?
2. Comparing Which U.S. and Soviet aims in Europe conflicted?
966 Chapter 33
MAIN IDEA
Analyzing
Primary Sources
%> Why might
Winston Churchill
use "iron curtain"
to refer to the
division between
Western and
Eastern Europe?
Eastern Europe's Iron Curtain
A major goal of the Soviet Union was to shield itself from
another invasion from the west. Centuries of history had
taught the Soviets to fear invasion. Because it lacked natural
western borders, Russia fell victim to each of its neighbors in
turn. In the 17th century, the Poles captured the Kremlin.
During the next century, the Swedes attacked. Napoleon over-
ran Moscow in 1812. The Germans invaded Russia during
World Wars I and II.
Soviets Build a Buffer As World War II drew to a close, the
Soviet troops pushed the Nazis back across Eastern Europe.
At war’s end, these troops occupied a strip of countries along
the Soviet Union’s own western border. Stalin regarded these
countries as a necessary buffer, or wall of protection. He
ignored the Yalta agreement and installed or secured
Communist governments in Albania, Bulgaria, Hungary,
Czechoslovakia, Romania, Poland, and Yugoslavia.
The Soviet leader’s American partner at Yalta, Franklin D.
Roosevelt, had died on April 12, 1945. To Roosevelt’s succes-
sor, Harry S. Truman, Stalin’s reluctance to allow free elections in Eastern
European nations was a clear violation of those countries’ rights. Truman, Stalin,
and Churchill met at Potsdam, Germany, in July 1945. There, Truman pressed
Stalin to permit free elections in Eastern Europe. The Soviet leader refused. In a
speech in early 1946, Stalin declared that communism and capitalism could not
exist in the same world.
a The Iron Curtain
is shown dropping
on Czechoslovakia
in this 1948
political cartoon.
An Iron Curtain Divides East and West Europe now lay divided between East
and West. Germany had been split into two sections. The Soviets controlled the
eastern part, including half of the capital, Berlin. Under a Communist government,
East Germany was named the German Democratic Republic. The western zones
became the Federal Republic of Germany in 1949. Winston Churchill described the
division of Europe:
PRIMARY SOURCE
From Stettin in the Baltic to Trieste in the Adriatic, an iron curtain has descended across
the continent. Behind that line lie all the capitals of the ancient states of Central and
Eastern Europe. ... All these famous cities and the populations around them lie in the
Soviet sphere and all are subject in one form or another, not only to Soviet influence
but to a very high and increasing measure of control from Moscow.
WINSTON CHURCHILL, "Iron Curtain" speech, March 5, 1946
Churchill’s phrase “ iron curtain ” came to represent Europe’s division into
mostly democratic Western Europe and Communist Eastern Europe.
United States Tries to Contain Soviets
U.S. -Soviet relations continued to worsen in 1946 and 1947. An increasingly wor-
ried United States tried to offset the growing Soviet threat to Eastern Europe.
President Truman adopted a foreign policy called containment . It was a policy
directed at blocking Soviet influence and stopping the expansion of communism.
Containment policies included forming alliances and helping weak countries resist
Soviet advances.
Restructuring the Postwar World 967
The Truman Doctrine In a speech asking Congress for foreign aid for Turkey and
Greece, Truman contrasted democracy with communism:
PRIMARY SOURCE
One way of life is based upon the will of the majority and is distinguished by free
institutions . . . free elections . . . and freedom from political oppression. The second way
of life is based upon the will of a minority forcibly imposed upon the majority. It relies
upon terror and oppression . . . fixed elections, and the suppression of personal
freedoms. I believe it must be the policy of the United States to support free people . . .
resisting attempted subjugation [control] by armed minorities or by outside pressures.
PRESIDENT HARRY S. TRUMAN, speech to Congress, March 12, 1947
Truman’s support for countries that rejected communism was called the Truman
Doctrine . It caused great controversy. Some opponents objected to American inter-
ference in other nations’ affairs. Others argued that the United States could not
afford to carry on a global crusade against communism. Congress, however,
immediately authorized more than $400 million in aid to Turkey and Greece.
The Marshall Plan Much of Western Europe lay in ruins after the war. There was
also economic turmoil — a scarcity of jobs and food. In 1947, U.S. Secretary of
State George Marshall proposed that the United States give aid to needy European
countries. This assistance program, called the Marshall Plan , would provide food,
machinery, and other materials to rebuild Western Europe. (See chart.) As
Congress debated the $12.5 billion program in 1948, the Communists seized power
in Czechoslovakia. Congress immediately voted approval. The plan was a spectac-
ular success. Even Communist Yugoslavia received aid after it broke away from
Soviet domination. C,
MAIN IDEA
Making Inferences
What was
Truman's major rea-
son for offering aid
to other countries?
Countries Aided by the Marshall Plan, 1948-1951
SKILLBUILDER: Interpreting Charts
1. Drawing Conclusions Which country received the most aid from the United States?
2. Making Inferences Why do you think Great Britain and France received so much aid?
The Berlin Airlift While Europe began rebuilding, the United States and its allies
clashed with the Soviet Union over Germany. The Soviets wanted to keep their for-
mer enemy weak and divided. But in 1948, France, Britain, and the United States
decided to withdraw their forces from Germany and allow their occupation zones
to form one nation. The Soviet Union responded by holding West Berlin hostage.
Although Berlin lay well within the Soviet occupation zone of Germany, it
too had been divided into four zones. (See map on next page.) The Soviet Union
cut off highway, water, and rail traffic into Berlin’s western zones. The city faced
starvation. Stalin gambled that the Allies would surrender West Berlin or give up
968 Chapter 33
History Depth
The Berlin Airlift
From June 1948 to May 1949, Allied planes
took off and landed every three minutes in
West Berlin. On 278,000 flights, pilots brought
in 2.3 million tons of food, fuel, medicine, and
even Christmas gifts to West Berliners.
Divided Germany, 1948-1949
Summarizing
5> What Soviet
actions led to the
Berlin airlift?
their idea of reunifying Germany. But American and British officials flew food and
supplies into West Berlin for nearly 11 months. In May 1949, the Soviet Union
admitted defeat and lifted the blockade. D,
The Cold War Divides the World
These conflicts marked the start of the Cold War between the United States and the
Soviet Union. A cold war is a struggle over political differences carried on by
means short of military action or war. Beginning in 1949, the superpowers used
spying, propaganda, diplomacy, and secret operations in their dealings with each
other. Much of the world allied with one side or the other. In fact, until the Soviet
Union finally broke up in 1991, the Cold War dictated not only U.S. and Soviet for-
eign policy, but influenced world alliances as well.
Superpowers Form Rival Alliances The Berlin blockade heightened Western
Europe’s fears of Soviet aggression. As a result, in 1949, ten western European
nations joined with the United States and Canada to form a defensive military
alliance. It was called the North Atlantic Treaty Organization ( NATO ). An attack on
any NATO member would be met with armed force by all member nations.
The Soviet Union saw NATO as a threat and formed it’s own alliance in 1955. It
was called the Warsaw Pact and included the Soviet Union, East Germany,
Czechoslovakia, Poland, Hungary, Romania, Bulgaria, and Albania. In 1961, the East
Germans built a wall to separate East and West Berlin. The Berlin Wall symbolized
a world divided into rival camps. However, not every country joined the new
alliances. Some, like India, chose not to align with either side. And China, the largest
Communist country, came to distrust the Soviet Union. It remained nonaligned.
The Threat of Nuclear War As these alliances were forming, the Cold War
threatened to heat up enough to destroy the world. The United States already had
atomic bombs. In 1949, the Soviet Union exploded its own atomic weapon.
President Truman was determined to develop a more deadly weapon before the
Soviets did. He authorized work on a thermonuclear weapon in 1950.
Restructuring the Postwar World 969
The hydrogen or H-bomb would be thousands of times more powerful than the
A-bomb. Its power came from the fusion, or joining together, of atoms, rather than
the splitting of atoms, as in the A-bomb. In 1952, the United States tested the first
H-bomb. The Soviets exploded their own in 1953.
Dwight D. Eisenhower became the U.S. president in 1953. He appointed the
firmly anti-Communist John Foster Dulles as his secretary of state. If the Soviet
Union or its supporters attacked U.S. interests, Dulles threatened, the United States
would “retaliate instantly, by means and at places of our own choosing.” This will-
ingness to go to the brink, or edge, of war became known as brinkmanship .
Brinkmanship required a reliable source of nuclear weapons and airplanes to
deliver them. So, the United States strengthened its air force and began producing
stockpiles of nuclear weapons. The Soviet Union responded with its own military
buildup, beginning an arms race that would go on for four decades. E^
The Cold War in the Skies The Cold War also affected the science and education
programs of the two countries. In August 1957, the Soviets announced the develop-
ment of a rocket that could travel great distances — an intercontinental ballistic mis-
sile, or ICBM. On October 4, the Soviets used an ICBM to push Sputnik, the first
unmanned satellite, above the earth’s atmosphere. Americans felt they had fallen
behind in science and technology, and the government poured money into science
education. In 1958, the United States launched its own satellite.
In 1960, the skies again provided the arena for a superpower conflict. Five years
earlier, Eisenhower had proposed that the United States and the Soviet Union be
able to fly over each other’s territory to guard against surprise nuclear attacks. The
Soviet Union said no. In response, the U.S. Central Intelligence Agency (CIA)
started secret high-altitude spy flights over Soviet territory in planes called U-2s.
In May 1960, the Soviets shot down a U-2 plane, and its pilot, Francis Gary
Powers, was captured. This U-2 incident heightened Cold War tensions.
While Soviet Communists were squaring off against the United States,
Communists in China were fighting a civil war for control of that country.
MAIN IDEA
Recognizing
Effects
E^ How did the
U.S. policy of brink-
manship contribute
to the arms race?
SECTION
m
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• United Nations • iron curtain • containment • Truman Doctrine • Marshall Plan • Cold War • NATO • Warsaw Pact • brinkmanship
USING YOUR NOTES
2. Which effect of the Cold War
was the most significant?
Explain.
1945
l t
I960
i
Y alia
1
J-t
conference.
incident
MAIN IDEAS
3. What was the purpose in
forming the United Nations?
4. What was the goal of the
Marshall Plan?
5. What were the goals of NATO
and the Warsaw Pact?
CRITICAL THINKING & WRITING
6. COMPARING AND CONTRASTING What factors help to
explain why the United States and the Soviet Union
became rivals instead of allies?
7. ANALYZING MOTIVES What were Stalin's objectives in
supporting Communist governments in Eastern Europe?
8. ANALYZING ISSUES Why might Berlin be a likely spot for
trouble to develop during the Cold War?
9. WRITING ACTIVITY | ECONOMICS | Draw a political cartoon
that shows either capitalism from the Soviet point of view
or communism from the U.S. point of view.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY
Use the Internet to research NATO today. Prepare a chart listing
members today and the date they joined. Then compare it with a list
of the founding members.
970 Chapter 33
INTERNET KEYWORD
North Atlantic Treaty
Organization
Science & Technology
The Space Race
Beginning in the late 1950s, the United States and the Soviet Union
competed for influence not only among the nations of the world, but in
the skies as well. Once the superpowers had ICBMs (intercontinental
ballistic missiles) to deliver nuclear warheads and aircraft for spying
missions, they both began to develop technology that could be used to
explore — and ultimately control — space. However, after nearly two
decades of costly competition, the two superpowers began to cooperate
in space exploration.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on the
space race, go to classzone.com
a in a major technological triumph, the United
States put human beings on the moon on July 20,
1969. Astronaut Buzz Aldrin is shown on the lunar
surface with the lunar lander spacecraft.
r
1958
U.S. launches
an artificial
satellite
( Explorer I)
1961
First American
in space (Alan
Shepard)
1962
First American
orbits Earth
(John Glenn, Jr.);
Mariner 2 flies
past Venus
1965
Mariner 4 space
probe flies
past Mars
1969
Apollo 1 1 first manned moon
landing (Neil Armstrong, Buzz
Aldrin, Michael Collins)
1973
Pioneer 7 sent toward Jupiter
UNITED STATES
SOVIET UNION
6
1957
1959
1961
1963
1970
1975 U.S. and
Soviet Union
launch first joint
space mission
1971
Soviet
Union
launches
Sputnik
Luna 2
probe
reaches
the
moon
First
human
orbits
Earth
(Yuri
Gagarin)
First woman in Venera 7
space (Valentina lands on
Tereshkova) Venus
a The Soviet Union launched Sputnik , the first successful artificial space
satellite, on October 4, 1957. As it circled the earth every 96 minutes,
Premier Nikita Khrushchev boasted that his country would soon be "turning
out long-range missiles like sausages." The United States accelerated its
space program. After early failures, a U.S. satellite was launched in 1958.
First manned
space station;
Mars 3 drops
capsule on Mars
◄ The joint Apollo and Soyuz
mission ushered in an era of U.S.-
Soviet cooperation in space.
Connect to Today
1. Comparing Which destinations in
space did both the United States and
the Soviet Union explore?
^ See Skillbuilder Handbook, page R7.
2. Making Inferences What role might
space continue to play in achieving
world peace?
971
Communists Take Power in China
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
REVOLUTION After World War II,
China remains a Communist
• Mao Zedong
• Red Guards
Chinese Communists defeated
country and a major power in
• Jiang Jieshi
• Cultural Revolution
Nationalist forces and two
the world.
• commune
separate Chinas emerged.
SETTING THE STAGE In World War II, China fought on the side of the victo-
rious Allies. But the victory proved to be a hollow one for China. During the war,
Japan’s armies had occupied and devastated most of China’s cities. China’s
civilian death toll alone was estimated between 10 to 22 million persons. This
vast country suffered casualties second only to those of the Soviet Union.
However, conflict did not end with the defeat of the Japanese. In 1945, opposing
Chinese armies faced one another.
TAKING NOTES
Recognizing Effects
Use a chart to identify
the causes and effects
of the Communist
Revolution in China.
Communists vs. Nationalists
As you read in Chapter 30, a bitter civil war was raging between the Nationalists
and the Communists when the Japanese invaded China in 1937. During World
War II, the political opponents temporarily united to fight the Japanese. But they
continued to jockey for position within China.
World War II in China Under their leader, Mao Zedong (MOW dzuh»dahng),
the Communists had a stronghold in northwestern China. From there, they mobi-
lized peasants for guerrilla war against the Japanese in the northeast. Thanks to
their efforts to promote literacy and improve food production, the Communists
won the peasants’ loyalty. By 1945, they controlled much of northern China.
Meanwhile, the Nationalist forces under Jiang Jieshi (jee*ahng jee*shee)
dominated southwestern China. Protected from the Japanese by rugged mountain
ranges, Jiang gathered an army of 2.5 million men. From 1942 to 1945, the
United States sent the Nationalists at least $1.5 billion in aid to fight the
Japanese. Instead of benefiting the army, however, these supplies and money
often ended up in the hands of a few corrupt officers. Jiang’s army actually
fought few battles against the Japanese. Instead, the Nationalist army saved its
strength for the coming battle against Mao’s Red Army. After Japan surrendered,
the Nationalists and Communists resumed fighting.
Civil War Resumes The renewed civil war lasted from 1946 to 1949. At first,
the Nationalists had the advantage. Their army outnumbered the Communists’
army by as much as three to one. And the United States continued its support by
providing nearly $2 billion in aid. The Nationalist forces, however, did little to
win popular support. With China’s economy collapsing, thousands of Nationalist
soldiers deserted to the Communists. In spring 1949, China’s major cities fell to
972 Chapter 33
Chinese Political Opponents, 1945
Nationalists
Communists
i
Jiang Jieshi
Leader
Mao Zedong
Southern China
Area Ruled
Northern China
United States
Foreign Support
Soviet Union
Defeat of Communists
Domestic Policy
National liberation
Weak due to inflation
and failing economy
Public Support
Strong due to promised
land reform for peasants
Ineffective, corrupt
leadership and poor morale
Military Organization
Experienced, motivated
guerrilla army
SKILLBUILDER: Interpreting Charts
1 . Drawing Conclusions Which party's domestic policy might appeal more to Chinese peasants?
2. Forming and Supporting Opinions Which aspect of the Communist approach do you think
was most responsible for Mao's victory? Explain.
MAIN IDEA
Recognizing
Effects
A/ How did the
outcome of the
Chinese civil war
contribute to Cold
War tensions?
the well-trained Red forces. Mao’s troops were also enthusiastic about his promise
to return land to the peasants. The remnants of Jiang’s shattered army fled south.
In October 1949, Mao Zedong gained control of the country. He proclaimed it the
People’s Republic of China. Jiang and other Nationalist leaders retreated to the
island of Taiwan, which Westerners called Formosa.
Mao Zedong’s victory fueled U.S. anti-Communist feelings. Those feelings only
grew after the Chinese and Soviets signed a treaty of friendship in 1950. Many
people in the United States viewed the takeover of China as another step in a
Communist campaign to conquer the world. A,
The Two Chinas Affect the Cold War
China had split into two nations. One was the island of Taiwan, or Nationalist
China, with an area of 13,000 square miles. The mainland, or People’s Republic
of China, had an area of more than 3.5 million square miles. The existence of
two Chinas, and the conflicting international loyalties they inspired, intensified
the Cold War.
The Superpowers React After Jiang Jieshi fled to Taiwan, the United States
helped him set up a Nationalist government on that small island. It was called the
Republic of China. The Soviets gave financial, military, and technical aid to
Communist China. In addition, the Chinese and the Soviets pledged to come to
each other’s defense if either was attacked. The United States tried to halt Soviet
expansion in Asia. For example, when Soviet forces occupied the northern half of
Korea after World War II and set up a Communist government, the United States
supported a separate state in the south.
China Expands under the Communists In the early years of Mao’s reign, Chinese
troops expanded into Tibet, India, and southern, or Inner, Mongolia. Northern, or
Outer, Mongolia, which bordered the Soviet Union, remained in the Soviet sphere.
In a brutal assault in 1950 and 1951, China took control of Tibet. The Chinese
promised autonomy to Tibetans, who followed their religious leader, the Dalai
Lama. When China’s control over Tibet tightened in the late 1950s, the Dalai Lama
fled to India. India welcomed many Tibetan refugees after a failed revolt in Tibet in
Restructuring the Postwar World 973
1959. As a result, resentment between India and China grew.
In 1962, they clashed briefly over the two countries’ unclear
border. The fighting stopped but resentment continued.
The Communists Transform China
For decades, China had been in turmoil, engaged in civil
war or fighting with Japan. So, when the Communists took
power, they moved rapidly to strengthen their rule over
China’s 550 million people. They also aimed to restore
China as a powerful nation.
Communists Claim a New "Mandate of Heaven" After
taking control of China, the Communists began to tighten
their hold. The party’s 4.5 million members made up just 1
percent of the population. But they were a disciplined
group. Like the Soviets, the Chinese Communists set up two
parallel organizations, the Communist party and the
national government. Mao headed both until 1959.
Mao's Brand of Marxist Socialism Mao was determined
to reshape China’s economy based on Marxist socialism.
Eighty percent of the people lived in rural areas, but most
owned no land. Instead, 10 percent of the rural population
controlled 70 percent of the farmland. Under the Agrarian
Reform Law of 1950, Mao seized the holdings of these
landlords. His forces killed more than a million landlords
who resisted. He then divided the land among the peasants.
Later, to further Mao’s socialist principles, the government
forced peasants to join collective farms. Each of these farms
was comprised of 200 to 300 households.
Mao’s changes also transformed industry and business.
Gradually, private companies were nationalized, or brought
under government ownership. In 1953, Mao launched a
five-year plan that set high production goals for industry.
By 1957, China’s output of coal, cement, steel, and electric-
ity had increased dramatically. By
"The Great Leap Forward" To expand the success of the
first Five-Year Plan, Mao proclaimed the “Great Leap Forward” in early 1958. This
plan called for still larger collective farms, or communes . By the end of 1958, about
26,000 communes had been created. The average commune sprawled over 15,000
acres and supported over 25,000 people. In the strictly controlled life of the com-
munes, peasants worked the land together. They ate in communal dining rooms, slept
in communal dormitories, and raised children in communal nurseries. And they
owned nothing. The peasants had no incentive to work hard when only the state prof-
ited from their labor.
The Great Leap Forward was a giant step backward. Poor planning and ineffi-
cient “backyard,” or home, industries hampered growth. The program was ended in
1961 after crop failures caused a famine that killed about 20 million people.
New Policies and Mao's Response China was facing external problems as well
as internal ones in the late 1950s. The spirit of cooperation that had bound the
Soviet Union and China began to fade. Each sought to lead the worldwide
Communist movement. As they also shared the longest border in the world, they
faced numerous territorial disputes.
History Makers
Mao Zedong
1893-1976
Born into a peasant family, Mao
embraced Marxist socialism as a
young man. Though he began as an
urban labor organizer, Mao quickly
realized the revolutionary potential
of China's peasants. In 1927, Mao
predicted:
The force of the peasantry is like
that of the raging winds and
driving rain. . . . They will bury
beneath them all forces of
imperialism, militarism, corrupt
officialdom, village bosses and
evil gentry.
Mao's first attempt to lead the
peasants in revolt failed in 1927. But
during the Japanese occupation, Mao
and his followers won widespread
peasant support by reducing rents
and promising to redistribute land.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on Mao
Zedong, go to classzone.com
^ J
MAIN IDEA
Analyzing Issues
What aspects of
Marxist socialism
did Mao try to bring
to China?
974 Chapter 33
History/// Depth
MAIN IDEA
Drawing
Conclusions
Why did the
Cultural Revolution
fail?
After the failure of the Great Leap Forward and the split
with the Soviet Union, Mao reduced his role in government.
Other leaders moved away from Mao’s strict socialist ideas.
For example, farm families could live in their own homes and
could sell crops they grew on small private plots. Factory
workers could compete for wage increases and promotions.
Mao thought China’s new economic policies weakened
the Communist goal of social equality. He was determined to
revive the revolution. In 1966, he urged China’s young peo-
ple to “learn revolution by making revolution.” Millions of
high school and college students responded. They left their
classrooms and formed militia units called Red Guards .
The Cultural Revolution The Red Guards led a major
uprising known as the Cultural Revolution . Its goal was to
establish a society of peasants and workers in which all
were equal. The new hero was the peasant who worked with
his hands. The life of the mind — intellectual and artistic
activity — was considered useless and dangerous. To stamp
out this threat, the Red Guards shut down colleges and
schools. They targeted anyone who resisted the regime.
Intellectuals had to “purify” themselves by doing hard labor
in remote villages. Thousands were executed or imprisoned.
Chaos threatened farm production and closed down fac-
tories. Civil war seemed possible. By 1968, even Mao
admitted that the Cultural Revolution had to stop. The army
was ordered to put down the Red Guards. Zhou Enlai (joh
ehndeye), Chinese Communist party founder and premier
since 1949, began to restore order. While China was strug-
gling to become stable, the Cold War continued to rage. Two
full-scale wars were fought — in Korea and in Vietnam. Cj
The Red Guards
The Red Guards were students,
mainly teenagers. They pledged their
devotion to Chairman Mao and the
Cultural Revolution. From 1966 to
1968, 20 to 30 million Red Guards
roamed China's cities and country-
side causing widespread chaos. To
smash the old, non-Maoist way of
life, they destroyed buildings and
beat and even killed Mao's alleged
enemies. They lashed out at
professors, government officials,
factory managers, and even parents.
Eventually, even Mao turned on
them. Most were exiled to the
countryside. Others were arrested
and some executed.
— ■ » J
| SECTION Q j,
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Mao Zedong • Jiang Jieshi • commune • Red Guards • Cultural Revolution
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which effect of the
Communist Revolution in
China do you think had the
most permanent impact?
Explain.
Cause,
Effect
A
A
Z.
z.
3.
3. How did the Chinese
Communists increase their
power during World War II?
4. What actions did the
Nationalists take during World
War II?
5. What was the goal of the
Cultural Revolution?
6. MAKING INFERENCES Why did the United States support
the Nationalists in the civil war in China?
7. ANALYZING ISSUES What policies or actions enabled the
Communists to defeat the Nationalists in their long civil
war?
8. IDENTIFYING PROBLEMS What circumstances prevented
Mao's Great Leap Forward from bringing economic
prosperity to China?
9. WRITING ACTIVITY REVOLUTION | Write summaries of the
reforms Mao Zedong proposed for China that could be
placed on a propaganda poster.
CONNECT TO TODAY
CREATING A COMPARISON CHART
Find political, economic, and demographic information on the People's Republic
of China and Taiwan, and make a comparison chart.
Restructuring the Postwar World 975
Wars in
Korea and Vietnam
MAIN IDEA
I
WHY IT MATTERS NOW
TERMS & NAMES
REVOLUTION In Asia, the Cold
War flared into actual wars
supported mainly by the
superpowers.
Today, Vietnam is a Communist
country, and Korea is split into
Communist and non-
Communist nations.
38th parallel
Douglas
MacArthur
Ho Chi Minh
domino theory
Ngo Dinh Diem
Vietcong
Vietnamization
Khmer Rouge
SETTING THE STAGE When World War II ended, Korea became a divided
nation. North of the 58th | irallel , a line that crosses Korea at 38 degrees north
latitude, Japanese troops surrendered to Soviet forces. South of this line, the
Japanese surrendered to American troops. As in Germany, two nations developed.
(See map on next page.) One was the Communist industrial north, whose gov-
ernment had been set up by the Soviets. The other was the non-Communist rural
south, supported by the Western powers.
TAKING NOTES
Comparing and
Contrasting Use a
diagram to compare
and contrast the Korean
and Vietnam Wars.
War in Korea
By 1949, both the United States and the Soviet Union had withdrawn most of
their troops from Korea. The Soviets gambled that the United States would not
defend South Korea. So they supplied North Korea with tanks, airplanes, and
money in an attempt to take over the peninsula.
Standoff at the 38th Parallel On June 25, 1950, North Koreans swept across
the 38th parallel in a surprise attack on South Korea. Within days, North Korean
troops had penetrated deep into the south. President Truman was convinced that
the North Korean aggressors were repeating what Hitler, Mussolini, and the
Japanese had done in the 1930s. Truman’s policy of containment was being put
to the test. And Truman resolved to help South Korea resist communism.
South Korea also asked the United Nations to intervene. When the matter came J * orces
to a vote in the Security Council, the Soviets were absent. They had refused to take | nc h on j n south
part in the Council to protest admission of Nationalist China (Taiwan), rather than Korea in 1950
976 Chapter 33
MAI N IDEA
Recognizing
Effects
Ay What effects
did the Korean war
have on the Korean
people and nation?
Communist China, into the UN. As a
result, the Soviet Union could not
veto the UN’s plan to send an interna-
tional force to Korea to stop the inva-
sion. A total of 15 nations, including
the United States and Britain, partici-
pated under the command of General
Douglas MacArthur .
Meanwhile, the North Koreans
continued to advance. By September
1950, they controlled the entire
Korean peninsula except for a
tiny area around Pusan in the far
southeast. That month, however,
MacArthur launched a surprise
attack. Troops moving north from
Pusan met with forces that had made
an amphibious landing at Inchon.
Caught in this “pincer action,” about
half of the North Koreans surren-
dered. The rest retreated.
CHINA
200 Kilometers
Chinese
Intervention,"
October 1950
Chosai
Antiing
• UnS9n JHungnam
NORTH
KOREA ^Wonsan
■
Pyongyang
SOUTH
KOREA
'Pohang
Pusan
War in Korea,
1950-1953
INTERACTIVE
SOVIET
UNION
40° N
Yellow
Sea
Sea of
Japan
U.S. Marine Strike
September 1950
38th Parallel
Farthest North
Korean advance,
September 1950
Farthest UN advance,
November 1950
Farthest Chinese
and North Korean
advance, January 1951
Armistice line, 1953
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Movement What was the northernmost Korean city UN troops
had reached by November 1950?
2. Movement Did North or South Korean forces advance farther
into the other's territory?
The Fighting Continues The UN
troops pursued the retreating North
Koreans across the 38th parallel into
North Korea. They pushed them
almost to the Yalu River at the
Chinese border. The UN forces were
mostly from the United States. The
Chinese felt threatened by these
troops and by an American fleet off
their coast. In October 1950, they
sent 300,000 troops into North Korea.
The Chinese greatly outnumbered the UN forces. By January 1951, they had
pushed UN and South Korean troops out of North Korea. The Chinese then moved
into South Korea and captured the capital of Seoul. “We face an entirely new war,”
declared MacArthur. He called for a nuclear attack against China. Truman viewed
MacArthur’s proposals as reckless. “We are trying to prevent a world war, not start
one,” he said. MacArthur tried to go over the President’s head by taking his case to
Congress and the press. In response, Truman removed him.
Over the next two years, UN forces fought to drive the Chinese and North
Koreans back. By 1952, UN troops had regained control of South Korea. Finally,
in July 1953, the UN forces and North Korea signed a cease-fire agreement. The
border between the two Koreas was set near the 38th parallel, almost where it had
been before the war. In the meantime, 4 million soldiers and civilians had died. A,
•ft *
Aftermath of the War After the war, Korea remained divided. A demilitarized
zone, which still exists, separated the two countries. In North Korea, the
Communist dictator Kim II Sung established collective farms, developed heavy
industry, and built up the military. At Kim’s death in 1994, his son Kim Jong II took
power. Under his rule, Communist North Korea developed nuclear weapons but
had serious economic problems. On the other hand, South Korea prospered, thanks
partly to massive aid from the United States and other countries. In the 1960s, South
Restructuring the Postwar World 977
Korea concentrated on developing its industry and expanding foreign trade. A suc-
cession of dictatorships ruled the rapidly developing country. With the 1987 adop-
tion of a democratic constitution, however, South Korea established free elections.
During the 1980s and 1990s, South Korea had one of the highest economic growth
rates in the world.
Political differences have kept the two Koreas apart, despite periodic discussions
of reuniting the country. North Korea’s possession of nuclear weapons is a major
obstacle. The United States still keeps troops in South Korea.
War Breaks Out in Vietnam
Much like its involvement in the Korean War, the involvement of the United States
in Vietnam stemmed from its Cold War containment policy. After World War II, stop-
ping the spread of communism was the principal goal of U.S. foreign policy.
The Road to War In the early 1900s, France controlled most of resource-rich
Southeast Asia. (French Indochina included what are now Vietnam, Laos, and
Cambodia.) But nationalist independence movements had begun to develop. A
young Vietnamese nationalist, Ho Chi Minh , turned to the Communists for help in
his struggle. During the 1930s, Ho’s Indochinese Communist party led revolts and
strikes against the French.
The French responded by jailing Vietnamese protesters. They also sentenced Ho
to death. He fled into exile, but returned to Vietnam in 1941,
a year after the Japanese seized control of his country dur-
ing World War II. Ho and other nationalists founded the
Vietminh (Independence) League. The Japanese were
forced out of Vietnam after their defeat in 1945. Ho Chi
Minh believed that independence would follow, but France
intended to regain its colony.
The Fighting Begins Vietnamese Nationalists and
Communists joined to fight the French armies. The French
held most major cities, but the Vietminh had widespread sup-
port in the countryside. The Vietminh used hit-and-run tactics
to confine the French to the cities. In France the people began
to doubt that their colony was worth the lives and money the
struggle cost. In 1954, the French suffered a major military
defeat at Dien Bien Phu. They surrendered to Ho.
The United States had supported France in Vietnam.
With the defeat of the French, the United States saw a rising
threat to the rest of Asia. President Eisenhower described
this threat in terms of the domino theory . The Southeast
Asian nations were like a row of dominos, he said. The fall
of one to communism would lead to the fall of its neighbors.
This theory became a major justification for U.S. foreign
policy during the Cold War era. B,
Vietnam— A Divided Country After France’s defeat, an
international peace conference met in Geneva to discuss
the future of Indochina. Based on these talks, Vietnam
was divided at 17° north latitude. North of that line, Ho
Chi Minh’s Communist forces governed. To the south,
the United States and France set up an anti-Communist
government under the leadership of N go Dinh Diem
(NOH dihn D’YEM).
Ho Chi Minh
1890-1969
When he was young, the poor
Vietnamese Nguyen That
(uhng*wihn thaht) Thanh worked as
a cook on a French steamship. In
visiting U.S. cities where the boat
docked, he learned about American
culture and ideals. He later took a
new name— Ho Chi Minh, meaning
"He who enlightens." Though a
Communist, in proclaiming Vietnam's
independence from France in 1945,
he declared, "All men are created
equal."
His people revered him, calling
him Uncle Ho. However, Ho Chi Minh
did not put his democratic ideals into
practice. He ruled North Vietnam by
crushing all opposition.
i ----- - J
MAIN IDEA
Making Inferences
& What actions
might the United
States have justified
by the domino
theory?
978 Chapter 33
CHINA
NORTH
VIETNAM
Gulf of
Tonkin
laiphong
Hainan
LAOS
U.S. Seventh
Fleet, 1964
1965— U.S. bombing of North Vietnam
South
China
Sea
Demarcation
Line, 1954
Areas controlled in 1973
r~1 National Liberation
Front (Vietcong)
EZ1 Saigon government
□ Contested areas
SOUTH
VIETNAM
1968— U.S. Marines at the Battle of Hue
200 Kilometers
CAMBODIA
Phnom*
Penh
Gulf of
Thailand
)Mekong
\ Delta
1975-Evacuation of the U.S. embassy in Saigon
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Human-Environment Interaction Did the Saigon
government or the Vietcong control more of South
Vietnam in 1973?
2. Movement Through what other countries did North
Vietnamese troops move to invade South Vietnam?
War in Vietnam, 1957-1973
MARINES
Diem ruled the south as a dictator. Opposition to his government grew.
Communist guerrillas, called Vietcong . began to gain strength in the south. While
some of the Vietcong were trained soldiers from North Vietnam, most were South
Vietnamese who hated Diem. Gradually, the Vietcong won control of large areas of
the countryside. In 1963, a group of South Vietnamese generals had Diem assassi-
nated. But the new leaders were no more popular than he had been. It appeared that a
takeover by the Communist Vietcong, backed by North Vietnam, was inevitable.
The United States Gets Involved
Faced with the possibility of a Communist victory, the United States decided to
escalate, or increase, its involvement. Some U.S. troops had been serving as advis-
ers to the South Vietnamese since the late 1950s. But their numbers steadily grew,
as did the numbers of planes and other military equipment sent to South Vietnam.
▼ The skulls
and bones of
Cambodian
citizens form
a haunting
memorial to
the brutality of
its Communist
government in
the 1970s.
U.S. Troops Enter the Fight In August 1964, U.S. President Lyndon Johnson told
Congress that North Vietnamese patrol boats had attacked two U.S. destroyers in
the Gulf of Tonkin. As a result, Congress authorized the president to send U.S.
troops to fight in Vietnam. By late 1965, more than 185,000 U.S. soldiers were in
combat on Vietnamese soil. U.S. planes had also begun to bomb North Vietnam.
By 1968, more than half a million U.S. soldiers were in combat there.
The United States had the best-equipped, most advanced army in the world. Yet
it faced two major difficulties. First, U.S. soldiers were fighting a guerrilla war in
unfamiliar jungle terrain. Second, the South Vietnamese government that they were
defending was becoming more unpopular. At the same time, support for the
Vietcong grew, with help and supplies from Ho Chi Minh, the Soviet Union, and
China. Unable to win a decisive victory on the ground, the United States turned to
air power. U.S. forces bombed millions of acres of farmland and forest in an
attempt to destroy enemy hideouts. This bombing strengthened peasants’ opposi-
tion to the South Vietnamese government.
The United States Withdraws During the late 1960s, the war grew increasingly
unpopular in the United States. Dissatisfied young people began to protest the tremen-
dous loss of life in a conflict on the other side of the world.
Bowing to intense public pressure, President Richard Nixon
began withdrawing U.S. troops from Vietnam in 1969.
Nixon had a plan called Vietnamization . It allowed
for U.S. troops to gradually pull out, while the South
Vietnamese increased their combat role. To pursue
Vietnamization while preserving the South Vietnamese
government, Nixon authorized a massive bombing cam-
paign against North Vietnamese bases and supply routes.
He also authorized bombings in neighboring Laos and
Cambodia to destroy Vietcong hiding places.
In response to protests and political pressure at home,
Nixon kept withdrawing U.S. troops. The last left in
1973. Two years later, the North Vietnamese overran
South Vietnam. The war ended, but more than 1 .5 million
Vietnamese and 58,000 Americans lost their lives.
Postwar Southeast Asia
War’s end did not bring an immediate halt to bloodshed and
chaos in Southeast Asia. Cambodia (also known as
Kampuchea) was under siege by Communist rebels.
MAIN IDEA
Recognizing
Effects
£>What was one
of the effects of Pol
Pot's efforts to turn
Cambodia into a
rural society?
During the war, it had suffered U.S. bombing when it was used
as a sanctuary by North Vietnamese and Vietcong troops.
Cambodia in Turmoil In 1975, Communist rebels known
as the Khmer Roug e set up a brutal Communist govern-
ment under the leadership of Pol Pot. In a ruthless attempt
to transform Cambodia into a Communist society, Pol Pot’s
followers slaughtered 2 million people. This was almost one
quarter of the nation’s population. The Vietnamese invaded
in 1978. They overthrew the Khmer Rouge and installed a
less repressive government. But fighting continued. The
Vietnamese withdrew in 1989. In 1993, under the supervi-
sion of UN peacekeepers, Cambodia adopted a democratic
constitution and held free elections. C j
Vietnam after the War After 1975, the victorious North
Vietnamese imposed tight controls over the South. Officials
sent thousands of people to “reeducation camps” for training
in Communist thought. They nationalized industries and
strictly controlled businesses. They also renamed Saigon, the
South’s former capital, Ho Chi Minh City. Communist
oppression caused 1.5 million people to flee Vietnam. Most
escaped in dangerously overcrowded ships. More than
200,000 “boat people” died at sea. The survivors often spent
months in refugee camps in Southeast Asia. About 70,000
eventually settled in the United States or Canada. Although
Communists still govern Vietnam, the country now wel-
comes foreign investment. The United States normalized
relations with Vietnam in 1995.
While the superpowers were struggling for advantage
during the Korean and Vietnam wars, they also were seek-
ing influence in other parts of the world.
Connect ^Today
Vietnam Today
Vietnam remains a Communist
country. But, like China, it has
introduced elements of capitalism
into its economy. In 1997, a travel
magazine claimed that Hanoi, the
capital of Vietnam, "jumps with
vitality, its streets and shops jammed
with locals and handfuls of Western
tourists and businesspeople." Above,
two executives tour the city.
Along Hanoi's shaded boulevards,
billboards advertise U.S. and
Japanese copiers, motorcycles, video
recorders, and soft drinks. On the
streets, enterprising Vietnamese
businesspeople offer more traditional
services. These include bicycle repair,
a haircut, a shave, or a tasty snack.
w -T i r ^
SECTION
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• 38th parallel • Douglas MacArthur • Ho Chi Minh • domino theory • Ngo Dinh Diem • Vietcong • Vietnamization • Khmer Rouge
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. In what ways were the causes
3. What role did the United
6. ANALYZING MOTIVES What role did the policy of
and effects of the wars in
Nations play in the Korean
containment play in the involvement of the United States
Korea and Vietnam similar?
War?
in wars in Korea and Vietnam?
4. How did Vietnam become
7. IDENTIFYING CAUSES How might imperialism be one of
Korean War
divided?
the causes of the Vietnam War?
5. What was the Khmer Rouge's
8. FORMING OPINIONS Do you think U.S. involvement in
plan for Cambodia?
Vietnam was justified? Why or why not?
Vietnam War
9. WRITING ACTIVITY ! EMPIRE BUILDING Write a two-
paragraph expository essay for either the United States
or the Soviet Union supporting its involvement in Asia.
CONNECT TO TODAY
WRITING A BIOGRAPHY
Research the present-day leader of one of the countries discussed in this section.
Then write a three-paragraph biography.
Restructuring the Postwar World 981
he Cold War Divides the World
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
REVOLUTION The superpowers
supported opposing sides in
Latin American and Middle
Eastern conflicts.
Many of these areas today are
troubled by political, economic,
and military conflict and crisis.
• Third World
• nonaligned
nations
• Fidel Castro
• Anastasio Somoza
• Daniel Ortega
• Ayatollah Ruholla
Khomeini
SETTING THE STAGE Following World War II, the world’s nations were
grouped politically into three “worlds.” The first was the industrialized capitalist
nations, including the United States and its allies. The second was the
Communist nations led by the Soviet Union. The Thir d World consisted of
developing nations, often newly independent, who were not aligned with either
superpower. These nonaligned countries provided yet another arena for competi-
tion between the Cold War superpowers.
TAKING NOTES
Determining Main Ideas
Use a chart to list main
points about Third World
confrontations.
Country
Conflict
Cuba.
Nicaragua.
\ra.n
Fighting for the Third World
The Third World nations were located in Latin America, Asia, and Africa. They
were economically poor and politically unstable. This was largely due to a long
history of colonialism. They also suffered from ethnic conflicts and lack of tech-
nology and education. Each needed a political and economic system around
which to build its society. Soviet-style communism and U.S. -style free-market
democracy were the main choices.
Cold War Strategies The United States, the Soviet Union, and, in some cases,
China, used a variety of techniques to gain influence in the Third World. (See fea-
ture on next page.) They backed wars of revolution, liberation, or counterrevolu-
tion. The U.S. and Soviet intelligence agencies — the CIA and the KGB — engaged
in various covert, or secret, activities, ranging from spying to assassination
attempts. The United States also gave military aid, built schools, set up programs
to combat poverty, and sent volunteer workers to many developing nations. The
Soviets offered military and technical assistance, mainly to India and Egypt.
Association of Nonaligned Nations Other developing nations also needed
assistance. They became important players in the Cold War competition between
the United States, the Soviet Union, and later, China. But not all Third World
countries wished to play a role in the Cold War. As mentioned earlier India
vowed to remain neutral. Indonesia, a populous island nation in Southeast Asia,
also struggled to stay uninvolved. In 1955, it hosted many leaders from Asia and
Africa at the Bandung Conference. They met to form what they called a “third
force” of independent countries, or nonaligned nations . Some nations, such as
India and Indonesia, were able to maintain their neutrality. But others took sides
with the superpowers or played competing sides against each other.
982 Chapter 33
SWEDEN
North
Sen
FRANCE SWITZ,
ROMANIA
YUGOSLAVIA
Mediterranean Sea
History n Depth
How the Cold War Was Fought
During the Cold War, the United States and the Soviet
Union both believed that they needed to stop the
other side from extending its power. What
differentiated the Cold War from other 20th century
conflicts was that the two enemies did not engage in
a shooting war. Instead, they pursued their rivalry by
using the strategies shown below.
■ NATO, 1955
■ Warsaw Pact, 1955
HI Non-aligned, 1955
Major Strategies of the Cold War
RE LAND
W'
ATLANTIC
OCEAN
too Miles
WO Kilometers
FINLAND
SOVIET
UNION
POLAND
WEST
> GERMANY c *choslovak, a
ftUSTR'^ HUNGARY
Black
Sea
TURKEY
Foreign Aid
Espionage
Multinational Alliances
The two superpowers tried to win allies
by giving financial aid to other nations.
For instance, Egypt took aid from the
Soviet Union to build the Aswan High
Dam (see photograph above).
Fearing the enemy might be gaining
the advantage, each side spied on the
other. One famous incident was the
Soviet downing of a U.S. U-2 spy plane
in 1960.
To gain the support of other nations,
both the Soviet Union and the United
States entered into alliances. Two
examples of this were NATO and the
Warsaw Pact (shown on map above).
Propaganda
Brinkmanship
Surrogate Wars
Both superpowers used propaganda
to try to win support overseas. For
example, Radio Free Europe
broadcast radio programs about the
rest of the world into Eastern Europe.
The policy of brinkmanship meant
going to the brink of war to make the
other side back down. One example
was the Cuban Missile Crisis.
The word surrogate means substitute.
Although the United States and the
Soviet Union did not fight each other
directly, they fought indirectly by
backing opposing sides in many
smaller conflicts.
SKILLBUILDER: Interpreting Visuals
1 . Generalizing Judging from the map , how would you describe the effect on
Europe of multinational alliances?
2. Analyzing Motives What motive did the two superpowers have for fighting
surrogate wars?
v ~
Restructuring the Postwar World 983
guBA
» .
SOUTH
AMERICA
SOVIET UNION
URKEY
AFRICA
AUSTRALIA
Cold War Hot Spots, 1948-1975
INTERACTIVE
40°N
^ >
NORTH
AMERICA
UNITED
STATES
1. The United States
helps Greece defeat
Communist-led
rebels (1946-1949)
and gives economic
and military aid to
Turkey (1947-1950).
4. The United States
and the Soviet Union
bring the world to
the brink of nuclear
war during the Cuban
missile crisis in 1962.
y. ATLANTIC OCEAN
3. The Soviets
down U.S. U-2
pilot Francis Gary
Powers in 1960.
PACIFIC
OCEAN
Tropic of Cancer
- 0° Equator
M
o A
GUATEMALA
3,000 Miles
2. Communists
retain or gain
control after bloody
wars in Korea
(1950-1953) and
Vietnam (1957-1975).
40°S
5,000 Kilometers
BOLIVIA
■
7. The United States
Tropic of Capricorn
intervenes in the
//’c'vLl c
governments of
CHILE
■ Communist expansion
Guatemala (1954),
O Communist expansion
Bolivia (1956), and
prevented by U.S. and
Chile (1973).
allies
f
^ jit
£ ]
o
CSI
sff* *
° a =
*3-
5. The Soviet Union
tyj : ; . ' i YKNJ
6. Britain helps
aids anticolonial
\ s
Indonesia repress a
struggles in Congo
CONGO
Communist uprising
(1960), Mozambique
(1971), and Angola
(1974).
in 1965.
ANGQLir *
INDIAN OCEa
" MOZAMBIQUE
SOUTH
KOREA
PACIFIC
OCEAN
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Location On what continents identified on the map did Cold War conflicts not occur?
2. Region About what fraction of the globe did Communists control by 1975?
Confrontations in Latin America
After World War II, rapid industrialization, population growth, and a lingering gap
between the rich and the poor led Latin American nations to seek aid from both
superpowers. At the same time, many of these countries alternated between short-
lived democracy and harsh military rule. As described in Chapter 28, U.S. involve-
ment in Latin America began long before World War II. American businesses
backed leaders who protected U.S. interests but who also often oppressed their peo-
ple. After the war, communism and nationalistic feelings inspired revolutionary
movements. These found enthusiastic Soviet support. In response, the United
States provided military and economic assistance to anti-Communist dictators.
Fidel Castro and the Cuban Revolution In the 1950s, Cuba was ruled by an
unpopular dictator, Fulgencio Batista, who had U.S. support. Cuban resentment led
to a popular revolution, which overthrew Batista in January 1959. A young lawyer
named Fidel Castro led that revolution. At first, many people praised Castro for
bringing social reforms to Cuba and improving the economy.
Yet Castro was a harsh dictator. He suspended elections, jailed
or executed his opponents, and tightly controlled the press.
When Castro nationalized the Cuban economy, he took
over U.S. -owned sugar mills and refineries. In response,
Eisenhower ordered an embargo on all trade with Cuba. Castro
then turned to the Soviets for economic and military aid.
984 Chapter 33
M AIN IDEA
Contrasting
What differing
U.S. and Soviet
aims led to the
Cuban missile
crisis?
M AIN IDEA
Analyzing Motives
Why did the
U.S. switch its sup-
port from the
Sandinistas to the
Contras?
In 1960, the CIA began to train anti-Castro Cuban exiles.
In April 1961, they invaded Cuba, landing at the Bay of Pigs.
However, the United States did not provide the hoped for air
support. Castro’s forces easily defeated the invaders, humiliat-
ing the United States.
Nuclear Face-off: the Cuban Missile Crisis The failed
Bay of Pigs invasion convinced Soviet leader Nikita
Khrushchev that the United States would not resist Soviet
expansion in Latin America. So, in July 1962, Khrushchev
secretly began to build 42 missile sites in Cuba. In October,
an American spy plane discovered the sites. President John
F. Kennedy declared that missiles so close to the U.S. main-
land were a threat. He demanded their removal and also
announced a naval blockade of Cuba to prevent the Soviets
from installing more missiles.
Castro protested his country’s being used as a pawn in the
Cold War:
PRIMARY SOURCE
Cuba did not and does not intend to be in the middle of a
conflict between the East and the West. Our problem is above
all one of national sovereignty. Cuba does not mean to get
involved in the Cold War.
FIDEL CASTRO, quoted in an interview October 27, 1962
But Castro and Cuba were deeply involved. Kennedy’s
demand for the removal of Soviet missiles put the United
States and the Soviet Union on a collision course. People
around the world feared nuclear war. Fortunately, Khru-
shchev agreed to remove the missiles in return for a U.S.
promise not to invade Cuba. A;
The resolution of the Cuban Missile Crisis left Castro
completely dependent on Soviet support. In exchange for
this support, Castro backed Communist revolutions in Latin
America and Africa. Soviet aid to Cuba, however, ended
abruptly with the breakup of the Soviet Union in 1991 . This
loss dealt a crippling blow to the Cuban economy. Eventually, Castro loosened state
control of Cuba’s economy and sought better relations with other countries.
Civil War in Nicaragua Just as the United States had supported Batista in Cuba, it
had funded the Nicaraguan dictatorship of Anastasio Somoza and his family
since 1933. In 1979, Communist Sandinista rebels toppled Somoza’s son. Both the
United States and the Soviet Union initially gave aid to the Sandinistas and their
leader, Daniel Orteg a (awr*TAY*guh). The Sandinistas, however, gave assistance
to other Marxist rebels in nearby El Salvador. To help the El Salvadoran govern-
ment fight those rebels, the United States supported Nicaraguan anti-Communist
forces called the Contras or contrarevolucionarios. 0/
The civil war in Nicaragua lasted more than a decade and seriously weakened
the country’s economy. In 1990, President Ortega agreed to hold free elections, the
first in the nation’s history. Violeta Chamorro, a reform candidate, defeated him.
The Sandinistas were also defeated in elections in 1996 and 2001.
History Makers
Fidel Castro
1926 -
The son of a wealthy Spanish-Cuban
farmer, Fidel Castro became involved
in politics at the University of Havana.
He first tried to overthrow the Cuban
dictator, Batista, in 1953. He was
imprisoned, but vowed to continue
the struggle for independence:
Personally, I am not interested in
power nor do I envisage assuming
it at any time. All that I will do is
to make sure that the sacrifices of
so many compatriots should not be
in vain.
Despite this declaration, Castro has
ruled Cuba as a dictator for more
than 40 years.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY Create a time line
of the important events in Castro's
rule of Cuba. Go to classzone.com for
your research.
Restructuring the Postwar World 985
Confrontations in the Middle East
As the map on page 984 shows, Cold War confrontations continued to erupt around
the globe. The oil-rich Middle East attracted both superpowers.
Religious and Secular Values Clash in Iran Throughout the Middle East, oil
industry wealth fueled a growing clash between traditional Islamic values and
modern Western materialism. In no country was this cultural conflict more dra-
matically shown than in Iran (Persia before 1935). After World War II, Iran’s leader,
Shah Mohammed Reza Pahlavi (pah*luh*vee), embraced
Western governments and wealthy Western oil companies.
Iranian nationalists resented these foreign alliances and united
under Prime Minister Muhammed Mossadeq (moh*sah*DEHK).
They nationalized a British-owned oil company and, in 1953,
forced the shah to flee. Fearing Iran might turn to the Soviets for
support, the United States helped restore the shah to power. C,
▼ Ayatollah
Khomeini (inset)
supported the
taking of U.S.
hostages by Islamic
militants in Tehran
in 1979.
The United States Supports Secular Rule With U.S. support, the shah western-
ized his country. By the end of the 1950s, Iran’s capital, Tehran, featured gleaming
skyscrapers, foreign banks, and modern factories. Millions of Iranians, however,
still lived in extreme poverty. The shah tried to weaken the political influence of
Iran’s conservative Muslim leaders, known as ayatollahs (eye*uh* TOEBluhz), who
opposed Western influences. The leader of this religious opposition, Ayatollah
Ruholla Khomeini (koh« MAY*nee), was living in exile. Spurred by his tape-
recorded messages, Iranians rioted in every major city in late 1978. Faced with
overwhelming opposition, the shah fled Iran in 1979. A triumphant Khomeini
returned to establish an Islamic state and to export Iran’s militant form of Islam.
Khomeini's Anti-U.S. Policies Strict adherence to Islam ruled Khomeini’s domes-
tic policies. But hatred of the United States, because of U.S. support for the shah,
was at the heart of his foreign policy. In 1979, with the ayatollah’s blessing, young
Islamic revolutionaries seized the U.S. embassy in Tehran. They took more than 60
Americans hostage and demanded the United States force the shah to face trial.
Most hostages remained prisoners for 444 days before being released in 1981.
Khomeini encouraged Muslim radicals elsewhere to overthrow their secular
governments. Intended to unify Muslims, this policy heightened tensions between
Iran and its neighbor and territorial rival, Iraq. A military leader, Saddam Hussein
(hoo*SAYN), governed Iraq as a secular state.
MAIN IDEA
Analyzing Motives
C; Why did the
United States
support the shah
of Iran?
MAFNJPEA
Comparing
^ In what ways
were U.S. involve-
ment in Vietnam
and Soviet involve-
ment in Afghanistan
similar?
War broke out between Iran and Iraq in 1980. The United
States secretly gave aid to both sides because it did not want
the balance of power in the region to change. The Soviet
Union, on the other hand, had long been a supporter of Iraq.
A million Iranians and Iraqis died in the war before the UN
negotiated a ceasefire in 1988.
The Superpowers Face Off in Afghanistan For several
years following World War II, Afghanistan maintained its
independence from both the neighboring Soviet Union and
the United States. In the 1950s, however, Soviet influence in
the country began to increase. In the late 1970s, a Muslim
revolt threatened to topple Afghanistan’s Communist
regime. This revolt led to a Soviet invasion in 1979.
The Soviets expected to prop up the Afghan Communists
and quickly withdraw. Instead, just like the United States in
Vietnam, the Soviets found themselves stuck. And like the
Vietcong in Vietnam, rebel forces outmaneuvered a military
superpower. Supplied with American weapons, the Afgan
rebels, called mujahideen, or holy warriors, fought on. Sj
The United States had armed the rebels because they
considered the Soviet invasion a threat to Middle Eastern oil
supplies. President Jimmy Carter warned the Soviets
against any attempt to gain control of the Persian Gulf. To
protest the invasion, he stopped U.S. grain shipments to the
Soviet Union and ordered a U.S. boycott of the 1980
Moscow Olympics. In the 1980s, a new Soviet president,
Mikhail Gorbachev, acknowledged the war’s devastating
costs. He withdrew all Soviet troops by 1989. By then,
internal unrest and economic problems were tearing apart
the Soviet Union itself.
Connect ^Today
The Taliban
Islamic religious students, or taliban,
were among the mujahideen rebels
who fought the Soviet occupation of
Afghanistan. Various groups of
students loosely organized
themselves during a civil war among
mujahideen factions that followed
the Soviet withdrawal in 1989.
In 1996, one of these groups,
called the Taliban, seized power and
established an Islamic government.
They imposed a repressive rule
especially harsh on women, and
failed to improve people's lives. They
also gave sanctuary to international
Islamic terrorists. In 2001, an anti-
terrorist coalition led by the United
States drove them from power.
However, they have regrouped and
have been fighting NATO forces in
Afghanistan since 2006.
L J
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Third World • nonaligned nations • Fidel Castro • Anastasio Somoza • Daniel Ortega • Ayatollah Ruholla Khomeini
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which confrontation had the
most lasting significance?
Country
Conflict
Cuba.
Nicaragua.
)ra.n
3. How was the Cuban Missile
Crisis resolved?
4. What was significant about the
1990 elections in Nicaragua?
5. Why did the Soviet Union
invade Afghanistan?
6. MAKING INFERENCES What advantages and
disadvantages might being nonaligned have offered a
developing nation during the Cold War?
7. COMPARING What similarities do you see among U.S.
actions in Nicaragua, Cuba, and Iran?
8. ANALYZING CAUSES What were the reasons that Islamic
fundamentalists took control of Iran?
9. WRITING ACTIVITY REVOLUTION] For either Cuba,
Nicaragua, or Iran, write an annotated time line of events
discussed in this section.
CONNECT TO TODAY
WRITING AN OPINION PAPER
Research the effects of the U.S. trade embargo on Cuba. Write a two-paragraph opinion
paper on whether it would be in the best interests of the United States to lift that embargo.
Restructuring the Postwar World 987
he Cold War Thaws
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
EMPIRE BUILDING The Cold
War began to thaw as the
superpowers entered an era of
uneasy diplomacy.
The United States and the
countries of the former Soviet
Union continue to cooperate
and maintain a cautious peace.
• Nikita • detente
Khrushchev • Richard M. Nixon
• Leonid Brezhnev • SALT
• John F. Kennedy • Ronald Reagan
• Lyndon Johnson
SETTING THE STAGE In the postwar years, the Soviet Union kept a firm grip
on its satellite countries in Eastern Europe. These countries were Poland,
Czechoslovakia, Hungary, Romania, Bulgaria, Albania, and East Germany.
(Yugoslavia had broken away from Soviet control in 1948, although it remained
Communist.) The Soviet Union did not allow them to direct and develop their
own economies. Instead, it insisted that they develop industries to meet Soviet
needs. These policies greatly hampered Eastern Europe’s economic recovery.
TAKING NOTES
Outlining Organize main
ideas and details about
the Cold War thaw.
J. Soviet Polio/ in
Ba.ste.rn Bur ope
and China.
A.
b.
JJ. From brinkmanship
to Dztente
Soviet Policy in Eastern Europe and China
More moderate Soviet leaders came to power after Stalin’s death. They allowed
satellite countries somewhat more independence, as long as they remained allied
with the Soviet Union. During the 1950s and 1960s, however, growing protest
movements in Eastern Europe threatened the Soviet grip on the region.
Increasing tensions with China also diverted Soviet attention and forces.
Destalinization and Rumblings of Protest After Stalin died in 1953, Nikita
Khrushchev became the dominant Soviet leader. In 1956, the shrewd, tough
Khrushchev denounced Stalin for jailing and killing loyal Soviet citizens. His
speech signaled the start of a policy called destalinization, or purging the coun-
try of Stalin’s memory. Workers destroyed monuments of the former dictator.
Khrushchev called for “peaceful competition” with capitalist states.
But this new Soviet outlook did not change life in satellite countries. Their
resentment at times turned to active protest. In October 1956, for example, the
Hungarian army joined protesters to overthrow Hungary’s Soviet-controlled gov-
ernment. Storming through the capital, Budapest, mobs waved Hungarian flags
with the Communist hammer-and-sickle emblem cut out. “From the youngest
child to the oldest man,” one protester declared, “no one wants communism.”
A popular and liberal Hungarian Communist leader named Imre Nagy
(IHM*ray nahj) formed a new government. Nagy promised free elections and
demanded Soviet troops leave. In response, Soviet tanks and infantry entered
Budapest in November. Thousands of Hungarian freedom fighters armed them-
selves with pistols and bottles, but were overwhelmed. A pro-Soviet government
was installed, and Nagy was eventually executed.
988 Chapter 33
History Makers
Imre Nagy (1896-1958)
Imre Nagy was born into a peasant
family in Hungary. During World War I,
he was captured by the Soviets and
recruited into their army. He then
became a Communist.
Nagy held several posts in his
country's Communist government, but
his loyalty remained with the peasants.
Because of his independent approach,
he fell in and out of favor with the Soviet
Union. In October 1956, he led an anti-
Soviet revolt. After the Soviets forcefully
put down the uprising, they tried and
executed him.
In 1989, after Communists lost control
of Hungary's government, Nagy was
reburied with official honors.
Alexander Dubcek (1921-1992)
Alexander Dubcek was the son of a
Czech Communist Party member. He
moved rapidly up through its ranks,
becoming party leader in 1968.
Responding to the spirit of change in
the 1960s, Dubcek instituted broad
reforms during the so-called Prague
Spring of 1968. The Soviet Union reacted
by sending tanks into Prague to suppress
a feared revolt. The Soviets expelled
Dubcek from the party. He regained
political prominence in 1989, when the
Communists agreed to share power in a
coalition government. When
Czechoslovakia split into two nations in
1992, Dubcek became head of the Social
Democratic Party in Slovakia.
a Czech demonstrators fight Soviet
tanks in 1968.
MAIN IDEA
Analyzing Issues
A; Why was Nikita
Khruschev removed
from power in
1964 ?
The Revolt in Czechoslovakia Despite the show of force in Hungary,
Khrushchev lost prestige in his country as a result of the Cuban Missile Crisis in
1962. In 1964, party leaders voted to remove him from power. His replacement,
Leonid Brezhnev, quickly adopted repressive domestic policies. The party
enforced laws to limit such basic human rights as freedom of speech and worship.
Government censors controlled what writers could publish. Brezhnev clamped
down on those who dared to protest his policies. For example, the secret police
arrested many dissidents, including Aleksandr Solzhenitsyn, winner of the 1970
Nobel Prize for literature. They then expelled him from the Soviet Union, hj
Brezhnev made clear that he would not tolerate dissent in Eastern Europe either.
His policy was put to the test in early 1968. At that time, Czech Communist leader
Alexander Dubcek (DOOB*chehk) loosened controls on censorship to offer his
country socialism with “a human face.” This period of reform, when
Czechoslovakia’s capital bloomed with new ideas, became known as Prague
Spring. However, it did not survive the summer. On August 20, armed forces from
the Warsaw Pact nations invaded Czechoslovakia. Brezhnev justified this invasion
by claiming the Soviet Union had the right to prevent its satellites from rejecting
communism, a policy known as the Brezhnev Doctrine.
The Soviet-Chinese Split While many satellite countries resisted Communist
rule, China was committed to communism. In fact, to cement the ties between
Communist powers, Mao and Stalin had signed a 30-year treaty of friendship in
1950. Their spirit of cooperation, however, ran out before the treaty did.
The Soviets assumed the Chinese would follow Soviet leadership in world affairs.
As the Chinese grew more confident, however, they resented being in Moscow’s
shadow. They began to spread their own brand of communism in Africa and other
Restructuring the Postwar World 989
parts of Asia. In 1959, Khrushchev punished the Chinese by refusing to share
nuclear secrets. The following year, the Soviets ended technical economic aid. The
Soviet-Chinese split grew so wide that fighting broke out along their common bor-
der. After repeated incidents, the two neighbors maintained a fragile peace.
From Brinkmanship to Detente
In the 1970s, the United States and the Soviet Union finally backed away from the
aggressive policies of brinkmanship that they had followed during the early post-
war years. The superpowers slowly moved to lower tensions.
Brinkmanship Breaks Down The brinkmanship policy followed during the pres-
idencies of Eisenhower, Kennedy, and Johnson led to one terrifying crisis after
another. Though these crises erupted all over the world, they were united by a com-
mon fear. Nuclear war seemed possible.
In 1960, the U-2 incident prevented a meeting between the United States and the
Soviet Union to discuss the buildup of arms on both sides. Then, during the admin-
istration of John F. Kennedy in the early 1960s, the Cuban Missile Crisis made the
superpowers’ use of nuclear weapons a real possibility. (See page 985.) The crisis
ended when Soviet ships turned back to avoid a confrontation at sea. “We’re eye-
ball to eyeball,” the relieved U.S. Secretary of State Dean Rusk said, “and I think
the other fellow just blinked.” But Kennedy’s secretary of defense, Robert
McNamara, admitted how close the world had come to disaster:
PRIMARY SOURCE
In the face of an air attack [on Cuba] and in the face of the probability of a ground
attack, it was certainly possible, and I would say probable, that a Cuban sergeant or
Soviet officer in a missile silo, without authority from Moscow, would have launched
one or more of those intermediate-range missiles, equipped with a nuclear warhead,
against one or more of the cities on the East Coast of the United States.
ROBERT MCNAMARA, quoted in Inside the Cold War
▼ U.S. president
Nixon visits
China in 1972,
accompanied by
Chinese premier
Zhou Enlai (left).
Tensions remained high. After the assassination of Kennedy in 1963, Lyndon
Johnson assumed the presidency. Committed to stopping the spread of commu-
nism, President Johnson escalated U.S. involvement in the war in Vietnam.
The United States Turns to Detente Widespread popular protests wracked the
United States during the Vietnam War. And the turmoil did not end with U.S. with-
drawal. As it tried to heal its internal wounds, the United States backed away from
its policy of direct confrontation with the Soviet Union.
Detente , a policy of lessening Cold War tensions, replaced
brinkmanship under Richard IVL Nixon.
President Nixon’s move toward detente grew out of a phi-
losophy known as realpolitik. This term comes from the
German word meaning “realistic politics.” In practice,
realpolitik meant dealing with other nations in a practical
and flexible manner. While the United States continued to
try to contain the spread of communism, the two superpow-
ers agreed to pursue detente and to reduce tensions.
Nixon Visits Communist Powers Nixon’s new policy rep-
resented a personal reversal as well as a political shift for the
country. His rise in politics in the 1950s was largely due to
his strong anti-Communist position. Twenty years later, he
became the first U.S. president to visit Communist China.
The visit made sense in a world in which three, not just two,
MAIN IDEA
Analyzing Primary
Sources
§> Do you think
that Robert
McNamara's view
of the Soviet threat
in Cuba was justi-
fied? Explain.
Vocabulary
Detente is a French
word meaning "a
loosening."
MAIN IDEA
Contrasting
C, In what ways
did Nixon's and
Reagan's policies
toward the Soviet
Union differ?
superpowers eyed each other suspiciously. “We want the Chinese with us
when we sit down and negotiate with the Russians,” Nixon explained.
Three months after visiting Beijing in February 1972, Nixon visited the
Soviet Union. After a series of meetings called the Strategic Arms Limitation
Talks ( SALT ), Nixon and Brezhnev signed the SALT I Treaty. This five-year
agreement, limited to 1972 levels the number of intercontinental ballistic
and submarine-launched missiles each country could have. In 1975, 33
nations joined the United States and the Soviet Union in signing a commit-
ment to detente and cooperation, the Helsinki Accords.
The Collapse of Detente
Under presidents Nixon and Gerald Ford, the United States improved relations with
China and the Soviet Union. In the late 1970s, however, President Jimmy Carter
was concerned over harsh treatment of protesters in the Soviet Union. This threat-
ened to prevent a second round of SALT negotiations. In 1979, Carter and
Brezhnev finally signed the SALT II agreement. When the Soviets invaded
Afghanistan later that year, however, the U.S. Congress refused to ratify SALT II.
Concerns mounted as more nations, including China and India, began building
nuclear arsenals.
a Ronald Reagan's
1980 political
button highlights
the strong patriotic
theme of his
campaign.
Reagan Takes an Anti-Communist Stance A fiercely anti-Communist U.S. pres-
ident, Ronald Reag an, took office in 1981. He continued to move away from
detente. He increased defense spending, putting both economic and military pres-
sure on the Soviets. In 1983, Reagan also announced the Strategic Defense Initiative
(SDI), a program to protect against enemy missiles. It was not put into effect but
remained a symbol of U.S. anti-Communist sentiment. C^
Tensions increased as U.S. activities such as arming Nicaragua’s Contras pushed
the United States and Soviet Union further from detente. However, a change in Soviet
leadership in 1985 brought a new policy toward the United States and the beginnings
of a final thaw in the Cold War. Meanwhile, as you will learn in the next chapter,
developing countries continued their own struggles for independence.
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Nikita Khrushchev • Leonid Brezhnev • John F. Kennedy • Lyndon Johnson • detente • Richard M. Nixon • SALT • Ronald Reagan
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. What do you consider the
3. What effects did destalinization
6. DEVELOPING HISTORICAL PERSPECTIVE In view of Soviet
most significant reason for
have on Soviet satellite
policies toward Eastern Europe in the postwar era, what
the collapse of detente?
countries?
reasons did people in Eastern Europe have for resistance?
J. Soviet PoJici/ in
Eastern Europe
and China
4. What changes did Alexander
Dubcek seek to make in
7. EVALUATING DECISIONS Do you think it was a wise
political move for Nixon to visit Communist China and
Czechoslovakia in 1968, and
the Soviet Union? Why or why not?
A.
what happened?
8. RECOGNIZING EFFECTS What was the result of Reagan's
b.
5. Why was the policy of
move away from detente?
)). From brinkmanship
brinkmanship replaced?
9. WRITING ACTIVITY | REVOLUTION! Write a short poem or
to Detente
song lyrics expressing protest against Communist rule by
a citizen of a country behind the Iron Curtain.
CONNECT TO TODAY
WRITING A SUMMARY
Look through a major newspaper or newsmagazine for articles on Eastern European
countries. Then, write a brief summary of recent developments there.
Restructuring the Postwar World 991
Chapter Assessment
TERMS & NAMES
For each term or name below, briefly explain its connection to
the restructuring of the postwar world since 1945.
1. containment 6 . Vietnamization
2. Cold War 7. Fidel Castro
3. Mao Zedong 8. Nikita Khrushchev
4. Cultural Revolution 9. detente
5. 38th parallel 10. SALT
The Cold War Divides the World
Section 4 (pages 982-987)
17. Why did developing nations often align themselves with
one or the other superpower?
18. How did the Soviet Union respond to the Bay of Pigs?
The Cold War Thaws Section 5 (pages 988-991)
19. In what ways did Soviet actions hamper Eastern Europe's
economic recovery after World War II?
20. What policies characterized realpolitik?
MAIN IDEAS
Cold War: Superpowers Face Off
Section 1 (pages 965-971)
11 . Why did some Americans oppose the Truman Doctrine?
12. How did the Soviet Union respond to the U.S. policy of
brinkmanship?
Communists Take Power in China
Section 2 (pages 972-975)
13. Who did the superpowers support in the Chinese
civil war?
14. What were the results of Mao Zedong's Great Leap
Forward and Cultural Revolution?
Wars in Korea and Vietnam Section 3 (pages 976-981)
15. What effects did the Korean War have on Korea's land
and its people?
16. What difficulties did the U.S. Army face fighting the
war in Vietnam?
CRITICAL THINKING
1. USING YOUR NOTES
Use a diagram to show
superpower Cold War tactics
2. COMPARING
| EMPIRE BUILDING | In what ways were the United States and
the Soviet Union more similar than different?
3. HYPOTHESIZING
| economics! How might the Cold War have proceeded if the
United States had been economically and physically damaged
in World War II?
4. DRAWING CONCLUSIONS
| REVOLUTION! Which two Cold War events do you think had
the greatest impact on the U.S. decision to pursue detente?
5. MAKING INFERENCES
Why do you think the United States and the Soviet Union
chose cooperation in space after years of competition?
VISUAL SUMMARY
United States
Cold War, 1946-1980
1946 Institutes containment policy
1948 Begins Marshall Plan
1952 Tests first H-bomb
I 1953 Adopts brinkmanship policy
I 1965 Sends troops to Vietnam
1948 U.S. and
Britain fly airlift
to break Soviet
blockade of
Berlin
1950 Communist North
1962 U.S. blockades Cuba
1980 U.S. boycotts
Korea attacks South Korea
in response to buildup of
Moscow Olympics
1960 U-2 incident
Soviet missiles
to protest Soviet
reignites superpower
1972 Nixon and Brezhnev
invasion of
tension
sign SALT 1 treaty
Afghanistan
K r
^ c
”1 €
^ c
S r
[ 1945 1950
1955
i
1960 1965
i i’
1970
i
1975
f
1980]
v ’
1950 Signs friendship
treaty with China
r
■* — t
1957 Launches Sputnik ,
starting space race
j'
1968 Sends tanks
into Prague
1979 Invades
Afghanistan
r
1953 Tests first H-bomb
956 Puts down Hungarian revolt
Soviet Union
992 Chapter 33
> STANDARDS-BASED ASSESSMENT
Use the quotation and your knowledge of world history to
answer questions 1 and 2.
Additional Test Practice, pp. S1-S33
The following poem by Ho Chi Minh was broadcast over
Hanoi Radio on January 1, 1968.
PRIMARY SOURC E
This Spring far outshines the previous Springs ,
Of victories throughout the land come happy tidings.
South and North , rushing heroically together, shall
smite the American invaders!
Go Forward!
Total victory shall be ours.
HO CHI MINH, quoted in America and Vietnam
1. In Ho's opinion, who was the enemy in the Vietnam War?
A. the South Vietnamese
B. the changing seasons
C. the United States
D. the French
2 . What purpose might the North Vietnamese have had in
broadcasting this poem?
A. to show that their political leader was also a poet
B. to warn the United States that it would be defeated
C. to single out the North Vietnamese people for special
attention
D. to be used as propaganda to show that North and South
were fighting together
Use the chart and your knowledge of world history to
answer question 3.
U.S.-
■Soviet Military Power, 1 986-
1987
1 us - 1
[ Soviet ]
1,010
Intercontinental ballistic missiles
1,398
640
Submarine-launched missiles
983
260
Long-range bombers
160
24,700
Nuclear warheads
36,800
0
Antiballistic missile launchers
100
14
Aircraft carriers
5
2,143,955
Armed forces personnel
5,130,000
Sources: The Military Balance 1986-1987; Nuclear Weapons Databook,
Vol. IV, Soviet Nuclear Weapons
3. The chart clearly shows that
A. the United States had more troops than the Soviet Union.
B. the Soviet Union had clear superiority in the number of
ballistic missiles.
C. the United States and the Soviet Union were equal in
nuclear warheads.
D. the Soviet Union had more aircraft carriers.
INTEGRATED TECHNOLOGY
TEST PRACTICE Go to classzone.com
• Diagnostic tests • Strategies
• Tutorials • Additional practice
ALTERNATIVE ASSESSMENT
1. Interact with History
On page 964, you considered what policies a nation might
follow to gain allies. Now that you have learned more about the
Cold War, would your decision change? Discuss your ideas with
a small group.
2. WRITING ABOUT HISTORY
Study the information in the infographic on how the Cold War
was fought on page 983. Write a two-paragraph persuasive
essay on which means was the most successful for the United
States and which was most successful for the Soviet Union.
Consider the following:
• who received foreign aid
• whether propaganda was successful
• how strong the military alliances were
• what was gained in surrogate wars
INTEGRATED TECHNOLOGY
Creating an Interactive Time Line
In October 1962, President John F. Kennedy and his advisers
had to defuse a potentially devastating nuclear standoff with
the Soviet Union. Using books, the Internet, and other
resources, create an interactive time line of the crisis. Use
graphics software to add maps and photographs. In addition
to noting key dates, use the time line to address some of the
following:
• Who were members of Kennedy's inner circle during
the crisis?
• What did Kennedy say about the events in his first public
address to the nation?
• How did Soviet premier Nikita Krushchev approach the crisis
in Cuba?
• What details did Americans learn only after the crisis had
been resolved?
Restructuring the Postwar World 993
CHAPTER
M
The Colonies Become
New Nations, 1945-Present
Previewing Main Ideas
] REVOLUTION | Independence movements swept Africa and Asia as World
War II ended. Through both nonviolent and violent means, revolutionaries
overthrew existing political systems to create their own nations.
Geography Which continent witnessed the greatest number of its countries
gain independence?
1 POWER AND AUTHORITY | Systems of government shifted for one billion
people when colonies in Africa and Asia gained their freedom. New nations
struggled to unify their diverse populations. In many cases, authoritarian rule
and military dictatorships emerged.
Geography According to the time line , which southeast Asian country dealt
with dictatorship in the years following independence?
ECONOMICS] The emergence of new nations from European- and U.S.-
ruled colonies brought a change in ownership of vital resources. In many
cases, however, new nations struggled to create thriving economies.
Geography Which colonial power had enjoyed the resources from the
greatest number of regions of the world?
INTEGRATED / TECHNOLOGY^^K^^^^M
eEdition
INTERNET RESOURCES
• Interactive Maps
Go to classzone.com for:
• Interactive Visuals
• Research Links
• Maps
• Interactive Primary Sources
• Internet Activities
• Test Practice
• Primary Sources
• Chapter Quiz
• Current Events
COLONIES
WORLD
1945
Sukarno pro-
claims Indonesian
independence.
1947
India gains
independence
from Britain.
1957 f J-mWi
Ghana wins independence.
(first prime minister
Kwame Nkrumah)^
1948
South Africa establishes
apartheid system,
("whites only" sign) ^
ING^Ng
EUROPEAN
entrance
0
1966
Mao Zedong
launches Cultural
Revolution in China.
994
INDIAN
OCEAN
Gall Projection
tf'J
New Nations, 1946-1991
I 1 Former Belgian colony
I -1 Former British colony
r~ 1 Former Dutch colony
H Former French colony
I Former Portuguese colony
Former Soviet Union bloc
\ I Former Spanish colony
Former U.S. colony
G* Equator
ATLANTIC
OCEAN
1986
A Election of Corazon Aquino
ends Marcos dictatorship
in Philippines.
1997
Mobutu dictatorship
in Zaire falls.
1975
1982
1991
r i
2005
Communist North
Britain defeats
Soviet Union
United States drives
Vietnam conquers
Argentina in war over
breaks up into
Saddam Hussein from
South Vietnam.
Falkland Islands.
1 5 republics.
power in Iraq.
995
Interact
with
History
How would you build
a new nation ?
As a political leader of a former colony, you watch with pride as your country
becomes independent. However, you know that difficult days lay ahead. You
want peace and prosperity for your nation. To accomplish this, however, you
need to create a sound government and a strong economy. In addition, food and
adequate health care are scarce and many people receive little education. These
and other challenges await your immediate attention.
▼ Health Care
a Voting Rights
EXAMINING the ISSUES
• What are the first steps you would take? Why?
• What might be the most difficult challenge to overcome?
As a class, discuss these questions. Remember what you have
learned about what makes a stable and unified nation. As you read
about the emergence of new nations around the world, note what
setbacks and achievements they make in their effort to build a
promising future.
996 Chapter 34
The Indian Subcontinent
Achieves Freedom
MAIN IDEA 1 WHY IT MATTERS NOW | TERMS & NAMES
POWER AND AUTHORITY New India today is the largest
nations emerged from the democracy in the world.
British colony of India.
Congress Party
Muslim League
Muhammad Ali
Jinnah
partition
Jawaharlal
Nehru
Indira Gandhi
Benazir
Bhutto
SETTING THE STAGE After World War II, dramatic political changes began to
take place across the world. This was especially the case with regard to the pol-
icy of colonialism. Countries that held colonies began to question the practice.
After the world struggle against dictatorship, many leaders argued that no coun-
try should control another nation. Others questioned the high cost and commit-
ment of holding colonies. Meanwhile, the people of colonized regions continued
to press even harder for their freedom. All of this led to independence for one of
the largest and most populous colonies in the world: British-held India.
A Movement Toward Independence
The British had ruled India for almost two centuries. Indian resistance to Britain,
which had existed from the beginning, intensified in 1939, when Britain commit-
ted India’s armed forces to World War II without first consulting the colony’s
elected representatives. The move left Indian nationalists stunned and humiliated.
Indian leader Mohandas Gandhi launched a nonviolent campaign of noncoopera-
tion with the British. Officials imprisoned numerous nationalists for this action. In
1942, the British tried to gain the support of the nationalists by promising govern-
mental changes after the war. But the offer did not include Indian independence.
As they intensified their struggle against the British, Indians also struggled
with each other. India has long been home to two main religious groups. In the
1940s, India had approximately 350 million Hindus and about 100 million
Muslims. The Indian National Congress, or the Congress Party , was India’s
national political party. Most members of the Congress Party were Hindus, but
the party at times had many Muslim members.
In competition with the Congress Party was the Muslim Leag ue, an organi-
zation founded in 1906 in India to protect Muslim interests. Members of the
league felt that the mainly Hindu Congress Party looked out primarily for Hindu
interests. The leader of the Muslim League, Muhammad Ali Jinnah
(mu*HAM*ihd ah*LEE JINH*uh), insisted that all Muslims resign from the
Congress Party. The Muslim League stated that it would never accept Indian
independence if it meant rule by the Hindu-dominated Congress Party. Jinnah
stated, “The only thing the Muslim has in common with the Hindu is his slavery
to the British.”
TAKING NOTES
Following Chronological
Order Create a time line
of prominent Indian
prime ministers from
independence through
the current day.
The Colonies Become New Nations 997
Freedom Brings Turmoil
When World War II ended, Britain found itself faced with enormous war debts. As
a result, British leaders began to rethink the expense of maintaining and governing
distant colonies. With India continuing to push for independence, the stage was set
for the British to hand over power. However, a key problem emerged: Who should
receive the power — Hindus or Muslims?
Partition and Bloodshed Muslims resisted attempts to include them in an Indian
government dominated by Hindus. Rioting between the two groups broke out in
several Indian cities. In August 1946, four days of clashes in Calcutta left more
than 5,000 people dead and more than 15,000 hurt.
British officials soon became convinced that partition, an idea first proposed by
India’s Muslims, would be the only way to ensure a safe and secure region.
Partition was the term given to the division of India into separate Hindu and
Muslim nations. The northwest and eastern regions of India, where most Muslims
lived, would become the new nation of Pakistan. (Pakistan, as the map shows, com-
prised two separate states in 1947: West Pakistan and East Pakistan.)
The British House of Commons passed an act on July 16, 1947, that granted two
nations, India and Pakistan, independence in one month’s time. In that short period,
more than 500 independent native princes had to decide which nation they would
join. The administration of the courts, the military, the railways, and the police — the
whole of the civil service — had to be divided down to the last paper clip. Most dif-
ficult of all, millions of Indian citizens — Hindus, Muslims, and yet another signifi-
cant religious group, the Sikhs — had to decide where to go.
AFGHANISTAN
Lahore,
TIBET
WEST
PAKISTAN
SIKKIM
NEPAL
Karachi
Thimphu
Brahm aQ*
Dhaka
Ganges
1,000 Kilometers
Calcutta
Arabian
Sea
Bombay
Bay of
Bengal
Hyderabad
ladras
03 Mostly Buddhist
HI Mostly Hindu
HI Mostly Muslim
B Mostly Sikhs
Present day
boundaries are shown.
CEYLON
(Br.)
The Indian Subcontinent, 1947
GEOGRAPHY SKILLBUILDER:
Interpreting Maps
1 . Location Which Muslim country,
divided into two states, bordered
India on the east and the west?
2. Location Which Buddhist countries
bordered India to the north and
the south?
998 Chapter 34
MAIN IDEA
Analyzing Causes
A/ What was the
cause of the conflict
between India and
Pakistan over
Kashmir?
During the summer of 1947, 10 million people were on the
move in the Indian subcontinent. As people scrambled to relo-
cate, violence among the different religious groups erupted.
Muslims killed Sikhs who were moving into India. Hindus
and Sikhs killed Muslims who were headed into Pakistan.
The following passage is representative of the experiences of
people in both the Hindu and Muslim communities:
PRIMARY SOURCE
All passengers were forced into compartments like sheep and
goats. Because of which the heat and suffocating atmosphere
was intensified and it was very hard to breathe. In the ladies
compartment women and children were in a terrible condition.
Women tried in vain to calm down and comfort their children.
If you looked out the window you could see dead bodies lying
in the distance. At many places you could see corpses piled on
top of each other and no one seemed to have any concern. . . .
These were the scenes that made your heart bleed and
everybody loudly repented their sins and recited verses asking
God's forgiveness. Every moment seemed to be the most
terrifying and agonizing.
ZAHIDA AMJAD ALI, quoted in Freedom , Trauma, Continuities
Connect toToday
In all, an estimated 1 million died. “What is there to cel-
ebrate?” Gandhi mourned. “I see nothing but rivers of
blood.” Gandhi personally went to the Indian capital of
Delhi to plead for fair treatment of Muslim refugees. While
there, he himself became a victim of the nation’s violence.
A Hindu extremist who thought Gandhi too protective of
Muslims shot and killed him on January 30, 1948.
The Battle for Kashmir As if partition itself didn’t result
in enough bloodshed between India’s Muslims and Hindus,
the two groups quickly squared off over the small region of
Kashmir. Kashmir lay at the northern point of India next to
Pakistan. Although its ruler was Hindu, Kashmir had a
majority Muslim population. Shortly after independence,
India and Pakistan began battling each other for control of the region. The fighting
continued until the United Nations arranged a cease-fire in 1949. The cease-fire
left a third of Kashmir under Pakistani control and the rest under Indian control.
The two countries continue to fight over the region today. A j
The Coldest War
No part of Kashmir is beyond a fight
for India and Pakistan— including the
giant Siachen glacier high above the
region. The dividing line established
by the 1949 cease-fire did not extend
to the glacier because officials figured
neither side would try to occupy such
a barren and frigid strip of land.
They figured wrong. In 1984, both
sides sent troops to take the glacier,
and they have been dug in ever
since. At altitudes nearing 21,000
feet, Indian and Pakistani soldiers
shoot at each other from trenches in
temperatures that reach 70 degrees
below zero. This bitterly cold war was
interrupted in 2003 when Pakistan
and India declared a ceasefire.
Modern India
With the granting of its independence on August 15, 1947, India became the
world’s largest democracy. As the long-awaited hour of India’s freedom
approached, Jawaharlal Nehru , the independent nation’s first prime minister,
addressed the country’s political leaders:
PRIMARY SOURCE
Long years ago, we made a tryst [appointment] with destiny, and now the time comes
when we shall redeem our pledge, not wholly or in full measure, but very substantially.
At the stroke of the midnight hour, when the world sleeps, India will wake to life and
freedom.
JAWAHARLAL NEHRU, speech before the Constituent Assembly, August 14, 1947
The Colonies Become New Nations 999
Nehru Leads India Nehru served as India’s leader for its
first 17 years of independence. He had been one of Gandhi’s
most devoted followers. Educated in Britain, Nehru won
popularity among all groups in India. He emphasized
democracy, unity, and economic modernization.
Nehru used his leadership to move India forward. He led
other newly independent nations of the world in forming an
alliance of countries that were neutral in the Cold War con-
flicts between the United States and the Soviet Union. On
the home front, Nehru called for a reorganization of the
states by language. He also pushed for industrialization and
sponsored social reforms. He tried to elevate the status of
the lower castes, or those at the bottom of society, and help
women gain the rights promised by the constitution.
Troubled Times Nehru died in 1964. His death left the
Congress Party with no leader strong enough to hold
together the many political factions that had emerged with
India’s independence. Then, in 1966, Nehru’s daughter,
Indira Gandhi , was chosen prime minister. After a short
spell out of office, she was reelected in 1980.
Although she ruled capably, Gandhi faced many chal-
lenges, including the growing threat from Sikh extremists
who themselves wanted an independent state. The Golden
Temple at Amritsar stood as the religious center for the
Sikhs. From there, Sikh nationalists ventured out to attack
symbols of Indian authority. In June 1984, Indian army
troops overran the Golden Temple. They killed about 500
Sikhs and destroyed sacred property. In retaliation, Sikh
bodyguards assigned to Indira Gandhi gunned her down.
This violent act set off another murderous frenzy, causing
the deaths of thousands of Sikhs.
In the wake of the murder of Indira Gandhi, her son,
Rajiv (rah*JEEV) Gandhi, took over as prime minister. His
party, however, lost its power in 1989 because of accusations
of widespread corruption. In 1991, while campaigning again
for prime minister near the town of Madras, Rajiv was killed
by a bomb. Members of a group opposed to his policies
claimed responsibility.
Twenty-First Century Challenges Since winning election as prime minister in
1998, Atal Bihari Vajpayee, leader of the Hindu nationalist party, has ruled over a
vibrant but often unstable nation. He faces challenges brought on by an increasing
population that is expected to push India past China as the world’s most populous
nation by 2035. In addition, the country is racked with social inequality and con-
stantly threatened by religious strife.
Even more troubling are India’s tense relations with its neighbor Pakistan, and the
fact that both have become nuclear powers. In 1974, India exploded a “peaceful”
nuclear device. For the next 24 years, the nation quietly worked on building up its
nuclear capability. In 1998, Indian officials conducted five underground nuclear
tests. Meanwhile, the Pakistanis had been building their own nuclear program.
Shortly after India conducted its nuclear tests, Pakistan demonstrated that it, too,
had nuclear weapons. The presence of these weapons in the hands of such bitter
History Makers
Jawaharlal Nehru
1889-1964
Nehru's father was an influential
attorney, and so the first prime
minister of India grew up amid great
wealth. As a young man, he lived and
studied in England. "In my likes and
dislikes I was perhaps more an
Englishman than an Indian," he once
remarked.
Upon returning to India, however,
he became moved by the horrible
state in which many of his fellow
Indians lived. "A new picture of India
seemed to rise before me," he
recalled, "naked, starving, crushed,
and utterly miserable" From then on,
he devoted his life to improving
conditions in his country.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on
Jawaharlal Nehru, go to
classzone.com
1 000 Chapter 34
enemies and neighbors has become a matter of great international concern, espe-
cially in light of their continuing struggle over Kashmir:
PRIMARY SOURCE
Now that India and Pakistan have tested nuclear weapons . . . [There is] fear that a
remote but savage ethnic and religious conflict could deteriorate into a nuclear
exchange with global consequences. India and Pakistan must learn to talk to each other
and move toward a more trusting relationship.
The New York Times , June 28, 1998
In 2002, the two nations came close to war over Kashmir. However, in 2003 a peace
process began to ease tension.
Pakistan Copes with Freedom
The history of Pakistan since independence has been no less turbulent than that of
India. Pakistan actually began as two separate and divided states, East Pakistan and
West Pakistan. East Pakistan lay to the east of India, West Pakistan to the north-
west. These regions were separated by more than 1,000 miles of Indian territory. In
culture, language, history, geography, economics, and ethnic background, the two
regions were very different. Only the Islamic religion united them.
Civil War From the beginning, the two regions of Pakistan experienced strained
relations. While East Pakistan had the larger population, it was often ignored by
West Pakistan, home to the central government. In 1970, a giant cyclone and tidal
wave struck East Pakistan and killed an estimated 266,000 residents. While inter-
national aid poured into Pakistan, the government in West Pakistan did not quickly
transfer that aid to East Pakistan. Demonstrations broke out in East Pakistan, and
protesters called for an end to all ties with West Pakistan.
A Turbulent History
Pakistan
1950
1977
All Bhutto
Prime Minister Ali Bhutto
of Pakistan is deposed in
a coup led by General Zia.
Bhutto is later hanged for
having ordered the
assassination of a
political opponent.
1988
General Zia,
president
of Pakistan, dies
in a mysterious
plane crash.
1999
General Pervez
Musharraf siezes
control of
government in a
military coup.
1970
India
1948
Mohandas Gandhi
Gandhi is shot to
death by a Hindu
extremist. The
assassin opposes
Gandhi's efforts to
achieve equal
treatment for all
Indians, including
Muslims.
1984
Indira Gandhi
Indira Gandhi is
gunned down by
two of her Sikh
bodyguards. Her
murder is in
retaliation for an
attack she
ordered on a
Sikh temple.
J
1991
Rajiv Gandhi
Rajiv Gandhi is killed
by a bomb while
campaigning. The
bomb is carried by a
woman opposed to
Gandhi's policies.
On March 26, 1971, East Pakistan declared itself an independent nation called
Bangladesh. A civil war followed between Bangladesh and Pakistan. Eventually,
Indian forces stepped in and sided with Bangladesh. Pakistan forces surrendered.
More than 1 million people died in the war. Pakistan lost about one-seventh of its
area and about one-half of its population to Bangladesh, g/
A Pattern of Instability Muhammad Ali Jinnah, the first governor-general of
Pakistan, died shortly after independence. This left the nation without strong lead-
ership, and Pakistan went through a series of military coups, the first in 1958. Ali
Bhutto took control of the country following the civil war. A military coup in 1977
led by General Zia removed Bhutto, who was later executed for crimes allegedly
committed while in office.
After Zia’s death, Bhutto’s daughter, Benazir Bhutto , was twice elected prime
minister. After months of disorder, she was removed from office in 1996. Nawaz
Sharif became prime minister after the 1997 elections. In 1999, army leaders led
by General Pervez Musharraf ousted Sharif in yet another coup and imposed mil-
itary rule over Pakistan. After the September 11 attacks on the United States,
Musharraf became a key American ally. By 2007, however, he faced growing polit-
ical opposition at home.
MAIN IDEA
Comparing
% How does the
history of Pakistan
in 1971 parallel the
history of India
in 1947?
Bangladesh and Sri Lanka Struggle
Meanwhile, the newly created nations of Bangladesh and Sri Lanka struggled with
enormous problems of their own in the decades following independence.
Bangladesh Faces Many Problems The war with Pakistan had ruined the econ-
omy of Bangladesh and fractured its communications system. Rebuilding the shat-
tered country seemed like an overwhelming task. Sheik Mujibur Rahman became the
nation’s first prime minister. He appeared more interested in strengthening his own
power than in rebuilding his nation. He soon took over all authority and declared
Bangladesh a one-party state. In August 1975, military leaders assassinated him.
Over the years Bangladesh has attempted with great difficulty to create a more
democratic form of government. Charges of election fraud and government cor-
ruption are common. In recent years, however, the government has become more
stable. The latest elections were held in October of 2001, and Begum Khaleda Zia
took over as the nation’s prime minister.
Bangladesh also has had to cope with crippling natural disasters. Bangladesh is a
low-lying nation that is subject to many cyclones and tidal waves. Massive storms
▼ Overcrowded
and poor villages
are a common
sight throughout
Bangladesh.
1 002 Chapter 34
regularly flood the land, ruin crops and homes, and
take lives. A cyclone in 1991 killed approximately
139,000 people. Such catastrophes, along with a
rapidly growing population, have put much stress on
the country’s economy. Bangladesh is one of the poor-
est nations in the world. The per capita income there
is about $360 per year.
Civil Strife Grips Sri Lanka Another newly freed
and deeply troubled country on the Indian subconti-
nent is Sri Lanka, a small, teardrop-shaped island
nation just off the southeast coast of India. Formerly
known as Ceylon, Sri Lanka gained its independ-
ence from Britain in February of 1948. Two main
ethnic groups dominate the nation. Three-quarters
of the population are Sinhalese, who are Buddhists.
A fifth are Tamils, a Hindu people of southern India
and northern Sri Lanka.
Sri Lanka’s recent history has also been one of
turmoil. A militant group of Tamils has long fought
an armed struggle for a separate Tamil nation. Since
1981, thousands of lives have been lost. In an effort
to end the violence, Rajiv Gandhi and the Sri
Lankan president tried to reach an accord in 1987.
The agreement called for Indian troops to enter Sri Lanka and help disarm Tamil
rebels. This effort was not successful, and the Indian troops left in 1990. A civil
war between Tamils and other Sri Lankans continues today.
As difficult as post-independence has been for the countries of the Indian
subcontinent, the same can be said for former colonies elsewhere. As you will read
in the next section, a number of formerly held territories in Southeast Asia faced
challenges as they became independent nations.
a This emblem of
the separatist group
Liberation Tigers
of Tamil Eelam
represents the
struggle for
independence
of the Tamils.
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Congress Party • Muslim League • Muhammad Ali Jinnah • partition • Jawaharlal Nehru
• Indira Gandhi
• Benazir Bhutto
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. What tragic connection did
many of the leaders share?
CONNECT TO TODAY
3. Why did British officials
partition India into India and
Pakistan?
4. In what way did Pakistan also
undergo a partition?
5. What is the main cause today
of civil strife in Sri Lanka?
CREATING A GRAPHIC
6. SYNTHESIZING Why might India's political and economic
success be so crucial to the future of democracy in Asia?
7. ANALYZING ISSUES How did religious and cultural
differences create problems for newly emerging nations?
8. DRAWING CONCLUSIONS Why has the conflict between
India and Pakistan over Kashmir become such a concern
to the world today?
9. WRITING ACTIVITY POWER AND AUTHORITY Write several
paragraphs detailing the problems shared by leaders of
India and Pakistan.
Research the current percentages of religions in India, Pakistan, Bangladesh, or Sri Lanka.
Create a graphic of your choosing to illustrate your findings.
The Colonies Become New Nations 1 003
Southeast Asian Nations
Gain Independence
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
ECONOMICS Former colonies
in Southeast Asia worked to
build new governments
and economies.
The power and influence of the
Pacific Rim nations are likely to
expand during the next century.
• Ferdinand
Marcos
• Corazon
Aquino
• Aung San
Suu Kyi
• Sukarno
• Suharto
SETTING THE STAGE World War II had a significant impact on the colonized
groups of Southeast Asia. During the war, the Japanese seized much of Southeast
Asia from the European nations that had controlled the region for many years.
The Japanese conquest helped the people of Southeast Asia see that the
Europeans were far from invincible. When the war ended, and the Japanese
themselves had been forced out, many Southeast Asians refused to live again
under European rule. They called for and won their independence, and a series
of new nations emerged.
TAKING NOTES
Summarizing Use a chart
to summarize the major
challenges that Southeast
Asian countries faced
after independence.
Nation
ChaJJenges
Following
Independence
The
Philippines
&urMa.
Indonesia.
The Philippines Achieves Independence
The Philippines became the first of the world’s colonies to achieve independence
following World War II. The United States granted the Philippines independence
in 1946, on the anniversary of its own Declaration of Independence, the Fourth
of July.
The United States and the Philippines The Filipinos’ immediate goals were
to rebuild the economy and to restore the capital of Manila. The city had been
badly damaged in World War II. The United States had promised the Philippines
$620 million in war damages. However, the U.S. government insisted that
Filipinos approve the Bell Act in order to get the money. This act would establish
free trade between the United States and the Philippines for eight years, to be fol-
lowed by gradually increasing tariffs. Filipinos were worried that American busi-
nesses would exploit the resources and environment of the Philippines. In spite
of this concern, Filipinos approved the Bell Act and received their money.
The United States also wanted to maintain its military presence in the
Philippines. With the onset of the Cold War (see Chapter 33), the United States
needed to protect its interests in Asia. Both China and the Soviet Union were
rivals of the United States at the time. Both were Pacific powers with bases close
to allies of the United States and to resources vital to U.S. interests. Therefore,
the United States demanded a 99-year lease on its military and naval bases in the
Philippines. The bases, Clark Air Force Base and Subic Bay Naval Base near
Manila, proved to be critical to the United States later in the staging of the
Korean and Vietnam wars.
1 004 Chapter 34
South
China
Sea
Rangoon
THAILAND
INDIAN
OCEAN
/ MALAYSIA^
/ 1957
BRUNEI
(Br.)
:1a Lumpur
Singapore
1965
BORNEO
lakarta
Southeast Asia, 1945-1975
IS Former British colony
EH Former Dutch colony
SI Former French colony
□ Former U.S. colony
9 Continuously independent
1945 Date of independence
Q
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Location Which former Dutch colony is made up of a series of islands spread out from the
Indian Ocean to the Pacific Ocean?
2. Region From what European country did the most colonies shown above gain their
independence ?
MAIN IDEA
Making
Inferences
A/ Why might the
United States have
been interested in
maintaining military
bases in the
Philippines?
These military bases also became the single greatest source of conflict between
the United States and the Philippines. Many Filipinos regarded the bases as proof
of American imperialism. Later agreements shortened the terms of the lease, and
the United States gave up both bases in 1992. Aj
After World War II, the Philippine government was still almost completely
dependent on the United States economically and politically. The Philippine gov-
ernment looked for ways to lessen this dependency. It welcomed Japanese invest-
ments. It also broadened its contacts with Southeast Asian neighbors and with
nonaligned nations.
From Marcos to Ramos Ferdinand Marcos was elected president of the
Philippines in 1965. The country suffered under his rule from 1966 to 1986.
Marcos imposed an authoritarian regime and stole millions of dollars from the pub-
lic treasury. Although the constitution limited Marcos to eight years in office, he
got around this restriction by imposing martial law from 1972 to 1981. Two years
later, his chief opponent, Benigno Aquino, Jr., was assassinated as he returned from
the United States to the Philippines, lured by the promise of coming elections.
In the elections of 1986, Aquino’s widow, Corazon Aquino , challenged
Marcos. Aquino won decisively, but Marcos refused to acknowledge her victory.
When he declared himself the official winner, a public outcry resulted. He was
forced into exile in Hawaii, where he later died. In 1995, the Philippines suc-
ceeded in recovering $475 million Marcos had stolen from his country and
deposited in Swiss banks.
The Colonies Become New Nations 1 005
3o09L
As she took the oath of office, Aquino promised to usher in a more open and
democratic form of government.
PRIMARY SOURCE
I pledge a government dedicated to upholding truth and justice, morality and decency in
government, freedom and democracy. I ask our people not to relax, but to maintain
more vigilance in this, our moment of triumph. The Motherland can't thank them
enough, yet we all realize that more is required of each of us to achieve a truly just
society for our people. This is just the beginning.
CORAZON AQUINO, inaugural speech, Feb. 24, 1986
During Aquino’s presidency, the Philippine government ratified a new constitution.
It also negotiated successfully with the United States to end the lease on the U.S. mil-
itary bases. In 1992, Fidel V Ramos succeeded Aquino as president. Ramos was
restricted by the constitution to a single six-year term. The single-term limit is
intended to prevent the abuse of power that occurred during Marcos’s 20-year rule.
The Government Battles Rebels Since gaining its independence, the Philippines
has had to battle its own separatist group. For centuries, the southern part of the coun-
try has been a stronghold of Muslims known as the Moros. In the early 1970s, a group
of Moros formed the Moro National Liberation Front (MNLF). They began an armed
struggle for independence from Philippine rule.
In 1996, the government and rebels agreed to a cease-
fire, and the Moros were granted an autonomous region in
the southern Philippines. The agreement, however, did not
satisfy a splinter group of the MNLF called Abu Sayyaf.
These rebels have continued fighting the government, often
using terror tactics to try to achieve their goals. In 2000,
they kidnapped 21 people including foreign tourists. While
the group eventually was freed, subsequent kidnappings and
bombings by Abu Sayyaf have killed and injured hundreds
of people. The current Philippines president, Gloria
Macapagal Arroyo, has launched an all-out military
response to this group. The United States has provided mil-
itary assistance to the government’s efforts.
British Colonies Gain Independence
Britain’s timetable for granting independence to its
Southeast Asian colonies depended on local circumstances.
Burma had been pressing for independence from Britain for
decades. It became a sovereign republic in 1948. In 1989,
Burma was officially named Myanmar (myahn # MAH), its
name in the Burmese language.
Burma Experiences Turmoil After gaining freedom,
Burma suffered one political upheaval after another. Its peo-
ple struggled between repressive military governments and
pro-democracy forces. Conflict among Communists and
ethnic minorities also disrupted the nation. In 1962, General
Ne Win set up a military government, with the goal of mak-
ing Burma a socialist state. Although Ne Win stepped down
in 1988, the military continued to rule repressively.
In 1988, Aung San Suu Kyi (owng sahn soo chee)
returned to Burma after many years abroad. She is the
History Makers
Aung San Suu Kyi
1945 -
Aung San Suu Kyi won the Nobel
Peace Prize in 1991 for her efforts to
establish democracy in Myanmar. She
could not accept the award in
person, however, because she was
still under house arrest.
The Nobel Prize committee said
that in awarding her the peace prize,
it intended:
to show its support for the many
people throughout the world who
are striving to attain democracy
human rights , and ethnic concili-
ation by peaceful means. Suu
Kyi's struggle is one of the most
extraordinary examples of civil
courage in Asia in recent
decades.
1 006 Chapter 34
Vocabulary
House arrest is con-
finement to one's
quarters, or house,
rather than to
prison.
MAIN IDEA
Making
Inferences
What do the
top economies
listed by the
Geneva World
Economic Forum
have in common?
daughter of Aung San, a leader of the Burmese nationalists’ army killed years
before by political rivals. Aung San Suu Kyi became active in the newly formed
National League for Democracy. For her pro-democracy activities, she was placed
under house arrest for six years by the government. In the 1990 election — the
country’s first multiparty election in 30 years — the National League for
Democracy won 80 percent of the seats. The military government refused to rec-
ognize the election, and it kept Aung San Suu Kyi under house arrest. She was
finally released in 1995, only to be placed under house arrest again in 2000. Freed
in 2002, she was detained again in 2003. In June 2007, Aung San Suu Kyi’s house
arrest was extended for another year.
Malaysia and Singapore During World War II, the Japanese conquered the
Malay Peninsula, formerly ruled by the British. The British returned to the penin-
sula after the Japanese defeat in 1945. They tried, unsuccessfully, to organize the
different peoples of Malaya into one state. They also struggled to put down a
Communist uprising. Ethnic groups resisted British efforts to unite their colonies
on the peninsula and in the northern part of the island of Borneo. Malays were a
slight majority on the peninsula, while Chinese were the largest group on the
southern tip, the island of Singapore.
In 1957, officials created the Federation of Malaya from Singapore, Malaya,
Sarawak, and Sabah. The two regions — on the Malay Peninsula and on northern
Borneo — were separated by 400 miles of ocean. In 1965, Singapore separated from
the federation and became an independent city-state. The federation, consisting of
Malaya, Sarawak, and Sabah, became known as Malaysia. A coalition of many eth-
nic groups maintained steady economic progress in Malaysia.
Singapore, which has one of the busiest ports in the world, has become an
extremely prosperous nation. Lee Kuan Yew ruled Singapore as prime minister from
1959 to 1990. Under his guidance, Singapore emerged as a banking center as well
as a center of trade. It had a standard of living far higher than any of its Southeast
Asian neighbors. In 1997, the Geneva World Economic Forum listed the world’s
strongest economies. Singapore topped the list. It was followed, in order, by Hong y A glittering sky-
Kong, the United States, Canada, New Zealand, Switzerland, and Great Britain. ^ ne rises above the
bustling harbor of
Singapore.
Indonesia Gains Independence from the Dutch
Like members of other European nations, the Dutch, who ruled the area of
Southeast Asia known as Indonesia, saw their colonial empire crumble with the
onset of World War II. The Japanese conquered the region and destroyed the Dutch
colonial order. When the war ended and the defeated Japanese were forced to leave,
the people of Indonesia moved to establish a free nation.
Sukarno Leads the Independence Movement Leading the effort to establish an
independent Indonesia was Sukarno (soo*KAHR*noh), known only by his one
name. In August 1945, two days after the Japanese surrendered, Sukarno pro-
claimed Indonesia’s independence and named himself president. A guerrilla army
backed him. The Dutch, supported initially by Britain and the United States,
attempted to regain control of Indonesia. But after losing the support of the United
Nations and the United States, the Dutch agreed to grant Indonesia its independ-
ence in 1949.
The new Indonesia became the world’s fourth most populous nation. It consisted
of more than 13,600 islands, with 300 different ethnic groups, 250 languages, and
most of the world’s major religions. It contained the world’s largest Islamic popu-
lation. Sukarno, who took the official title of “life-time president,” attempted to
guide this diverse nation in a parliamentary democracy.
Instability and Turmoil Sukarno’s efforts to build a stable democratic nation were
unsuccessful. He was not able to manage Indonesia’s economy, and the country slid
downhill rapidly. Foreign banks refused to lend money to Indonesia and inflation
occasionally soared as high as one thousand percent. In 1965, a group of junior
army officers attempted a coup. A general named Suharto (suh*HAHR*toh) put
down the rebellion. He then seized power for himself and began a bloodbath in
which 500,000 to 1 million Indonesians were killed.
Suharto, officially named president in 1967, turned Indonesia into a police state
and imposed frequent periods of martial law. Outside observers heavily criticized
him for his annexation of nearby East Timor in 1976 and for human rights viola-
tions there. (See the map on page 1005.) Suharto’s government also showed little
tolerance for religious freedoms.
Bribery and corruption became commonplace. The economy improved under
Suharto for a while but from 1997 through 1998 the nation suffered one of the worst
financial crises in its history. Growing unrest over both government repression and
a crippling economic crisis prompted Suharto to step down in 1998. While turmoil
continued to grip the country, it moved slowly toward democracy. The daughter of
Sukarno, Megawati Sukarnoputri, was elected to the presidency in 2001.
Upon taking office, the new president hailed the virtues of democracy and urged
her fellow Indonesians to do what they could to maintain such a form of government:
PRIMARY SOURCE
Democracy requires sincerity and respect for the rules of the game. Beginning my
duty, I urge all groups to sincerely and openly accept the outcome of the
democratic process .... In my opinion, respect for the people's voice, sincerity in
accepting it, and respect for the rules of game are the main pillars of democracy
which we will further develop. I urge all Indonesians to look forward to the future
and unite to improve the life and our dignity as a nation.
MEGAWATI SUKARNOPUTRI, July 23, 2001
Vocabulary
A coup is the sud-
den overthrow of a
government by a
small group of
people.
MAIM IDEA
Analyzing
Primary Sources
C/ What are the
cornerstones of
democracy, accord-
ing to Sukarnoputri?
1 008 Chapter 34
Sukarnoputri faces enormous challenges,
including a fragile economy, ethnic strife, security
problems, and government corruption.
East Timor Wins Independence As Indonesia
worked to overcome its numerous obstacles, it lost
control of East Timor. Indonesian forces had ruled
the land with brutal force since Suharto seized it in
the 1970s. The East Timorese, however, never
stopped pushing to regain their freedom. Jose Ramos
Horta, an East Timorese independence campaigner,
won the 1996 Nobel Peace Prize (along with East
Timor’s Roman Catholic bishop) for his efforts to
gain independence for the region without violence.
In a United Nations-sponsored referendum held
in August 1999, the East Timorese voted for inde-
pendence. The election angered pro-Indonesian
forces. They ignored the referendum results and
went on a bloody rampage. They killed hundreds
and forced thousands into refugee camps in West
Timor, which is a part of Indonesia. UN interven-
tion forces eventually brought peace to the area. In
2002 East Timor celebrated independence. In May
2007, Jose Ramos Horta won the presidency. Today,
President Horta faces the challenges of developing
the resources of his young nation.
As on the Indian subcontinent, violence and strug-
gle were part of the transition in Southeast Asia from
colonies to free nations. The same would be true
in Africa, where numerous former colonies
shed European rule and created independent
countries in the wake of World War II.
a An earthquake off the coast of Indonesia on
December 26, 2004, triggered a devastating tsunami. The
tidal waves and floods killed more than 150,000 people.
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Ferdinand Marcos • Corazon Aquino • Aung San Suu Kyi • Sukarno • Suharto
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which nation faced the
greatest challenges? Why?
Nation
Challenges
Following
Independence
The
Philippines
&unv\a
Indonesia
3. Why did the retention of U.S.
military bases in the
Philippines so anger Filipinos?
4. What was the outcome of the
1990 Myanmar election? How
did the government respond?
5. How did Suharto come to
power in Indonesia?
6. CLARIFYING How did World War II play a role in the
eventual decolonization of Southeast Asia?
7. MAKING INFERENCES Why do you think that the United
States demanded a 99-year lease on military and naval
bases in the Philippines?
8. COMPARING AND CONTRASTING What was similar and
different about the elections that brought defeat to the
ruling governments in the Philippines and in Burma?
9. WRITING ACTIVITY ECONOMICS | Write a two-paragraph
expository essay contrasting Singapore's economy with
others in Southeast Asia.
CONNECT TO TODAY
CREATING A TELEVISION NEWS SCRIPT
Locate several of the most recent news articles about one of the countries discussed in this
section. Combine the stories into a brief television news script and present it to the class.
The Colonies Become New Nations 1 009
Social ffi story
Changing Times in
Southeast Asia
As you have read, many countries in Southeast Asia have undergone
revolutionary changes in their political and social organization. The
region continues to struggle with its past and to face new challenges,
but democratic reforms are becoming more common.
The past and present exist side by side throughout much of
Southeast Asia. For an increasing number of Southeast Asians, housing,
transportation, even purchasing food are a mixture of old and new.
These images explore the differences between traditional and modern,
rich and poor, past and present.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on life in
Southeast Asia, go to classzone.com
Transportation
The water buffalo-drawn cart (shown
above) is a common sight in rural Thailand.
It is a mode of transport that reaches deep
into the past.
In Bangkok, Thailand (shown below)—
with its cars, motorcycles, and public buses—
transportation is a very different thing.
These distinctly past and present modes of
transportation symbolize the changes many
Southeast Asian countries are facing.
◄ Housing
The luxury apartment building (background) in
Jakarta, Indonesia, towers over the shabby and
polluted slum of Muarabaru (foreground).
Indonesia declared its independence in 1945, but
was not recognized by the United Nations until
1950. Since independence, Indonesians have
enjoyed relative economic prosperity, but bridging
the gap between rich and poor is an issue that
faces Indonesia and much of Southeast Asia.
1010
SOUTHEAST ASIA
Geography
• Eleven countries are generally
referred to as Southeast Asia:
Brunei, Cambodia, East Timor,
Indonesia, Laos, Malaysia,
Myanmar, the Philippines,
Singapore, Thailand, and Vietnam.
Population
• About 9 percent of the world's
population lives in Southeast
Asia.
• Indonesia is the world's fourth
most populous country, behind
China, India, and the United States.
Economics
• Ten Southeast Asian nations—
Indonesia, Malaysia, the
Philippines, Singapore, Brunei,
Cambodia, Laos, Vietnam,
Myanmar, and Thailand— make
up a trading alliance known as
the Association of South-East
Asian Nations (ASEAN)
As the post-colonial economies of Southeast Asia grow, traditional
markets, like the floating market in Thailand (shown below), give
way to the modern convenience of stores with prepackaged foods,
like this street-side store (above) in Vietnam.
ASEAN Exports, 1990-2005
£ 700
^ 600
Q
O 500
V)
O 400
a 300
200
100
0
1990 1995 2000 2005
Source: World Trade Organization
Connect to Today
1. Drawing Conclusions Why might
some countries in Southeast Asia
have more successful economies
than others?
See Skillbuilder Handbook, page RIO.
2. Forming and Supporting Opinions
Are the issues facing Southeast
Asians discussed here also a concern
for Americans? Why or why not?
New Nations in Africa
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
REVOLUTION After World War II,
Today, many of those
• Negritude
• Ahmed Ben
African leaders threw off
independent countries are
movement
Bella
colonial rule and created
engaged in building political
• Kwame
• Mobutu
independent countries.
and economic stability.
Nkrumah
Sese Seko
• Jomo Kenya tta
SETTING THE STAGE Throughout the first half of the 20th century, Africa
resembled little more than a European outpost. As you recall, the nations of
Europe had marched in during the late 1800s and colonized much of the conti-
nent. Like the diverse groups living in Asia, however, the many different peoples
of Africa were unwilling to return to colonial domination after World War II. And
so, in the decades following the great global conflict, they, too, won their inde-
pendence from foreign rule and went to work building new nations.
TAKING NOTES
Clarifying Use a chart to
list an idea, an event, or a
leader important to that
country's history.
Ghana
Kenya
Zaire
Algeria.
Angola
Achieving Independence
The African push for independence actually began in the decades before World War
II. French-speaking Africans and West Indians began to express their growing sense
of black consciousness and pride in traditional Africa. They formed the Negritude
movement, a movement to celebrate African culture, heritage, and values.
When World War II erupted, African soldiers fought alongside Europeans to
“defend freedom.” This experience made them unwilling to accept colonial dom-
ination when they returned home. The war had changed the thinking of
Europeans too. Many began to question the cost, as well as the morality, of main-
taining colonies abroad. These and other factors helped African colonies gain
their freedom throughout the 1950s and 1960s.
The ways in which African nations achieved independence, however, differed
across the continent. In Chapter 27, you learned that European nations employed
two basic styles of government in colonial Africa — direct and indirect. Under
indirect rule, local officials did much of the governing and colonists enjoyed lim-
ited self-rule. As a result, these colonies generally experienced an easier transi-
tion to independence. For colonies under direct rule, in which foreigners
governed at all levels and no self-rule existed, independence came with more dif-
ficulty. Some colonies even had to fight wars of liberation, as European settlers
refused to surrender power to African nationalist groups.
No matter how they gained their freedom, however, most new African nations
found the road to a strong and stable nation to be difficult. They had to deal with
everything from creating a new government to establishing a postcolonial econ-
omy. Many new countries were also plagued by great ethnic strife. In
colonizing Africa, the Europeans had created artificial borders that had little to
1012 Chapter 34
Vocabulary
Pan-African refers
to a vision of
strengthening all of
Africa, not just a sin-
gle country.
Contrasting
Ay How did the
granting of inde-
pendence to the
British colonies of
Ghana and Kenya
differ?
do with the areas where ethnic groups actually lived. While national borders sepa-
rated people with similar cultures, they also enclosed traditional enemies who
began fighting each other soon after the Europeans left. For many African nations,
all of this led to instability, violence, and an overall struggle to deal with their
newly gained independence.
Ghana Leads the Way
The British colony of the Gold Coast became the first African colony south of the
Sahara to achieve independence. Following World War II, the British in the Gold
Coast began making preparations. For example, they allowed more Africans to be
nominated to the Fegislative Council. However, the Africans wanted full freedom.
The leader of their largely nonviolent movement was Kwame Nkrumah
(KWAH*mee uhn»KROO*muh). Starting in 1947, he worked to liberate the Gold
Coast from the British. Nkrumah organized strikes and boycotts and was often
imprisoned by the British government. Ultimately, his efforts were successful.
On receiving its independence in 1957, the Gold Coast took the name Ghana.
This name honored a famous West African kingdom of the past. Nkrumah became
Ghana’s first prime minister and later its president-for-life.
Nkrumah pushed through new roads, new schools, and
expanded health facilities. These costly projects soon crip-
pled the country. His programs for industrialization, health
and welfare, and expanded educational facilities showed
good intentions. However, the expense of the programs
undermined the economy and strengthened his opposition.
In addition, Nkrumah was often criticized for spending too
much time on Pan- African efforts and neglecting economic
problems in his own country. He dreamed of a “United States
of Africa.” In 1966, while Nkrumah was in China, the army
and police in Ghana seized power. Since then, the country has
shifted back and forth between civilian and military rule and
has struggled for economic stability. In 2000, Ghana held its
first open elections.
Fighting for Freedom
In contrast to Ghana, nations such as Kenya and Algeria had
to take up arms against their European rulers in order to
ultimately win their freedom.
Kenya Claims Independence The British ruled Kenya,
and many British settlers resisted Kenyan independence —
especially those who had taken over prize farmland in the
northern highlands of the country. They were forced to
accept African self-government as a result of two develop-
ments. One was the strong leadership of Kenyan nationalist
Jomo Kenyatta . The second was the rise of a group known
as the Mau Mau (MOW mow). This was a secret society
made up mostly of native Kenyan farmers forced out of the
highlands by the British. A,
Using guerrilla war tactics, the Mau Mau sought to push
the white farmers into leaving the highlands. Kenyatta
claimed to have no connection to the Mau Mau. However,
he refused to condemn the organization. As a result, the
History Makers
Jomo Kenyatta
1891-1978
A man willing to spend years in jail
for his beliefs, Kenyatta viewed
independence as the only option for
Africans.
The African can only advance to a
" higher level" if he is free to
express himself to organize
economically politically and
socially and to take part in the
government of his own country
On the official day that freedom
finally came to Kenya, December 12,
1963, Kenyatta recalls watching with
overwhelming delight as the British
flag came down and the new flag of
Kenya rose up. He called it "the
greatest day in Kenya's history and
the happiest day in my life."
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on Jomo
Kenyatta, go to classzone.com
The Colonies Become New Nations 1013
SPANISH MOROCCi
Xrt ean Sea
ALGERIA
LIBYA
1951
SPANK
SAHAI
Tropic of Cancer
FRENCH
WEST AFRICA
FRENCH
SOMALILAND
/ BRITISH
/ SOMALILAND
GAMBIA
NIGERIA
PORTUGUESE
GUINEA
SIERRA LEONE
Liberia"
GOLD
COAST ,
ETHIOPIA
5 AN DA
KENYA
r N
BELGIAN
CONGO
DAHOMEY
CABINDA^
URUNDI
TANGANYIKA
INDIAN
OCEAN
NYASALAI
SOLA
NORTHERN
RHODESIA
COMOROS
ATLANTIC OCEAN
SOUTHERN
RHODESIA
SOUTH-WEST
AFRICA
BECHU)
SWAZILAND
H Colonies
SI Independent countries
1951 Date of independence
UNION OF
SOUTH
AFRICA
1910
BASUTOLAND
2,000 Kilometers
l
Africa, 1955
s
INTERACTIVE ^
INISIA ee *it e
MOROCCO
1QKC
ALGERIA
1962
SPANK
SAHAI
AFARSAND
ISSASTERR.
(FR.)
UPPER
VOLTA
1960
NIGERIA
1960
CENTRAL
AFRICAN
REP. 1960
ETHIOPIA
CAMEROON
1960
SOUTH
AFRICA
Africa, 1975
INTERACTIVE I
Tropic of Cancer
MAURITANIA MALI
SENEGAL1960 J
GAMBIA NgKfcyl
1965
GUINEA-BISSAU -
1974"'
GUINEA 1958 ^
SIERRA LEONE COAST
1961 y 1960
LIBYA
EGYPT
fv
NIGER
1960
CHAD
SUDAN
1960
1956
i^r-‘
SAOTOME-ri ^ 1111V A /
AND PRINCIPE EQ - GUINEA
1975
* 1960
ATLANTIC
OCEAN
1968
GABON V
1960
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Place Which countries in Africa were already
independent in 1955?
2. Location In what decade did most of the African
nations gain their independence?
I IRFRI A / t UMIH-MVlEY
GHANA T °®° 1960 / ZAIRE UGANDA
| 1957 1960^.. y CONGO i960 1962 KENYA
S AO TOME C- A I 1960 RWANDA _ 1963
1962 ^
BURUNDI' TANZANIA
1962 1961
IALAWI
ANGOLA
1975 ZAMBIA
1964
RHODES' “
(BR.)
S0U ™«S«"~
(NAMIBIA) 19bb
INDIAN
OCEAN
COMOROS
1975
LESOTHO
1966
MBIQUE MAURITIUS
1968
MALAGASY
REPUBLIC
1960
SWAZILAND
1968
1,000 Miles
=d ,
2,000 Kilometers
Chapter 34
British imprisoned him for nearly a decade. By the time the British granted Kenya
independence in 1963, more than 10,000 Africans and 100 settlers had been killed.
Kenyatta became president of the new nation. He worked hard to unite the
country’s various ethnic and language groups. Kenyatta died in 1978. His succes-
sor, Daniel arap Moi, was less successful in governing the country. Moi faced
increasing opposition to his one-party rule. Adding to the nation’s woes were
corruption in Moi’s government and ethnic conflicts that killed hundreds and left
thousands homeless. Moi stepped down in 2002, and a new party gained power
through free elections.
Algeria Struggles with Independence France’s principal overseas colony,
Algeria, had a population of one million French colonists and nine million Arabs
and Berber Muslims. After World War II, the French colonists refused to share
political power with the native Algerians. In 1954, the Algerian National Liberation
Front, or FLN, announced its intention to fight for independence. The French sent
about half a million troops into Algeria to fight the FLN. Both sides committed
atrocities. The FLN prevailed, and Algeria gained its independence in July 1962.
The leader of the FLN, Ahmed Ben Bella , became first president of the newly
independent Algeria. He attempted to make Algeria a socialist state, but was over-
thrown in 1965 by his army commander. From 1965 until 1988, Algerians tried
unsuccessfully to modernize and industrialize the nation. Unemployment and dis-
satisfaction with the government contributed to the rise of religious fundamental-
ists who wanted to make Algeria an Islamic state. The chief Islamic party, the
Islamic Salvation Front (FIS), won local and parliamentary elections in 1990 and
1991. However, the ruling government and army refused to accept the election
results. As a result, a civil war broke out between Islamic militants and the gov-
ernment. The war continues, on and off, to this day.
MAtN IDEA
Recognizing
Effects
| > Why was the
Congo vulnerable
to turmoil after
independence?
Civil War in Congo and Angola
Civil war also plagued the new nations of Congo and Angola. Congo’s problems
lay in its corrupt dictatorship and hostile ethnic groups. Meanwhile, Angola’s dif-
ficulties stemmed from intense political differences.
Freedom and Turmoil for Congo Of all the European possessions in
Africa, one of the most exploited was the Belgian Congo. Belgium had
ruthlessly plundered the colony’s rich resources of rubber and copper. In
addition, Belgian officials ruled with a harsh hand and provided the
population with no social services. They also had made no attempt to
prepare the people for independence. Not surprisingly, Belgium’s
granting of independence in 1960 to the Congo (known as Zaire from
1971 to 1997) resulted in upheaval, b
After years of civil war, an army officer, Colonel Joseph Mobutu,
later known as Mobutu Sese Seko (moh*BOCMoo SAY*say SAY-koh),
seized power in 1965. For 32 years, Mobutu ruled the country that he
renamed Zaire. He maintained control though a combination of force,
one-party rule, and gifts to supporters. Mobutu successfully withstood sev-
eral armed rebellions. He was finally overthrown in 1997 by rebel leader
Laurent Kabila after months of civil war. Shortly thereafter, the country was
renamed the Democratic Republic of the Congo.
On becoming president, Kabila promised a transition to democracy and free
elections by April 1999. Such elections never came. By 2000 the nation endured
another round of civil war, as three separate rebel groups sought to over-
throw Kabila’s autocratic rule. In January 2001, a bodyguard assassinated Kabila.
a Mobuto Sese Seko
The Colonies Become New Nations 1015
History/// Depth
Genocide in East Africa
In East Africa, both Rwanda and
Darfur, a region in Sudan, have
suffered from campaigns of genocide.
In the spring of 1994, the
Rwandan president, a Hutu, died in a
suspicious plane crash. In the months
that followed, Hutus slaughtered
about 1 million Tutsis before Tutsi
rebels put an end to the killings. The
United Nations set up a tribunal to
punish those responsible for the
worst acts of genocide.
In 2004, Sudanese government
forces and pro-government militias
began killing villagers in Darfur as
part of a campaign against rebel
forces. In 2007, President Bush
announced fresh sanctions against
Sudan.
I ^
His son, Joseph Kabila, took power and began a quest for peace.
In 2002, the government signed peace deals with rebel groups
and neighboring countries. In 2006, Kabila was elected president
under a new constitution.
War Tears at Angola To the southwest of Congo lies Angola, a
country that not only had to fight to gain its freedom but to hold
itself together after independence. The Portuguese had long
ruled Angola and had no desire to stop. When an independence
movement broke out in the colony, Portugal sent in 50,000
troops. The cost of the conflict amounted to almost half of
Portugal’s national budget. The heavy cost of fighting, as well as
growing opposition at home to the war, prompted the
Portuguese to withdraw from Angola in 1975.
Almost immediately, the Communist-leaning MPLA
(Popular Movement for the Liberation of Angola) declared
itself the new nation’s rightful government. This led to a pro-
longed civil war, as various rebel groups fought the govern-
ment and each other for power. Each group received help from
outside sources. The MPLA was assisted by some 50,000
Cuban troops and by the Soviet Union. The major opposition
to the MPLA was UNITA (National Union for the Total
Independence of Angola), to which South Africa and the
United States lent support. For decades, the two sides agreed
to and then abandoned various cease-fire agreements. In 2002,
the warring sides agreed to a peace accord, and the long civil
war came to an end.
As the colonies of Africa worked to become stable nations,
the new nation of Israel was emerging in the Middle East. Its
growth, as you will read in the next section, upset many in the
surrounding Arab world and prompted one of the longest-run-
ning conflicts in modern history.
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Negritude movement • Kwame Nkrumah • Jomo Kenyatta • Ahmed Ben Bella • Mobutu Sese Seko
USING YOUR NOTES MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which item had the greatest
impact on its country? Why?
Ghana.
Kenifa
Zaire
Algeria
Angola
3. Who were the Mau Mau of
Kenya? What was their goal?
4. What sparked the present-day
civil struggle in Algeria?
5. What prompted Portugal to
eventually grant Angola its
freedom?
6. DRAWING CONCLUSIONS How did the way in which
European colonialists carved up Africa in the 1800s lead
to civil strife in many new African nations?
7. ANALYZING MOTIVES Why do you think the United States
and the Soviet Union participated in Angola's civil war?
8. ANALYZING ISSUES Why do you think revolution swept so
many African nations following their independence from
European rule?
9. WRITING ACTIVITY REVOLUTION j Imagine you are a
reporter covering a revolution in one of the African
nations. Write a headline and article describing it.
INTECRATED TECHNOLOGY
INTERNET ACTIVITY
Use the Internet to examine the current status of two countries INTERNET KEYWORD
discussed in this section. Choose from various economic, governmental, country profiles
and social statistics and display your information in a comparison chart.
1016 Chapter 34
Conflicts in the Middle East
MAIN IDEA 1 WHY IT MATTERS NOW | TERMS & NAMES
POWER AND AUTHORITY
Division of Palestine after World
War II made the Middle East a
hotbed of competing nationalist
movements.
Conflicts in the Middle East
threaten the stability of the
world today.
• Anwar Sadat
• Golda Meir
• PLO
• Yasir Arafat
• Camp David
Accords
• intifada
• Oslo Peace
Accords
SETTING THE STAGE In the years following World War II, the Jewish people
won what for so long had eluded them: their own state. The gaining of their
homeland along the eastern coast of the Mediterranean Sea, however, came at
a heavy price. A Jewish state was unwelcome in this mostly Arab region, and
the resulting hostility led to a series of wars. Perhaps no Arab people, however,
have been more opposed to a Jewish state than the Palestinians, who claim that
much of the Jewish land belongs to them. These two groups have waged a
bloody battle that goes on today.
Israel Becomes a State
The land called Palestine now consists of Israel, the West Bank, and the Gaza
Strip. To Jews, their claim to the land dates back 3,000 years, when Jewish kings
ruled the region from Jerusalem. To Palestinians (both Muslim and Christian),
the land has belonged to them since the Jews were driven out around a.d. 135.
To Arabs, the land has belonged to them since their conquest of the area in the
7th century.
After being forced out of Palestine during the second century, the Jewish peo-
ple were not able to establish their own state and lived in different countries
throughout the world. The global dispersal of the Jews is known as the Diaspora.
During the late 19th and early 20th centuries, a group of Jews began returning to
the region their ancestors had fled so long ago. They were known as Zionists, peo-
ple who favored a Jewish national homeland in Palestine. At this time, Palestine
was still part of the Ottoman Empire, ruled by Islamic Turks. After the defeat of
the Ottomans in World War I, the League of Nations asked Britain to oversee
Palestine until it was ready for independence.
By this time, the Jews had become a growing presence in Palestine, and were
already pressing for their own nation in the territory. The Arabs living in the
region strongly opposed such a move. In a 1917 letter to Zionist leaders, British
Foreign Secretary Sir Arthur Balfour promoted the idea of creating a Jewish
homeland in Palestine while protecting the “rights of existing non-Jewish com-
munities.” Despite the Balfour Declaration, however, efforts to create a Jewish
state failed — and hostility between Palestinian Arabs and Jews continued to grow.
At the end of World War II, the United Nations took action. In 1947, the UN
General Assembly voted to partition Palestine into an Arab Palestinian state and
The Colonies Become
TAKING NOTES
Following Chronological
Order Use a graphic to
fill in some important
political and military
events that occurred
following the Suez
Crisis.
New Nations 1017
a Jewish state. Jerusalem was to be an international city owned by neither side. The
terms of the partition gave Jews 55 percent of the area even though they made up only
34 percent of the population. In the wake of the war and the Holocaust, the United
States and many European nations felt great sympathy for the Jews.
All of the Islamic countries voted against partition, and the Palestinians rejected
it outright. They argued that the UN did not have the right to partition a territory
without considering the wishes of the majority of its people. Finally, the date was
set for the formation of Israel, May 14, 1948. On that date, David Ben Gurion,
long-time leader of the Jews residing in Palestine, announced the creation of an
independent Israel. A.
Israel and Arab States in Conflict
Beirut
Damascus*
l Nile Delta
ISRAEL
Negev
EGYPT
200 Kilometer
The Middle East, 1947-present
INTERACTIVE
Jewish state under 1947 UN
’ partition plan for Palestine
I — | Acquired by Israel during
War of Independence, 1948
Controlled by Israel after
' Six- Day War, 1967
ESs Controlled by Israel, 1967-1982
^ Controlled by Palestinian Arabs since
2005; Borders controlled by Israel
Controlled by Israel with limited
Palestinian self-government
The new nation of Israel got a hostile greeting from its neighbors. The day after it
proclaimed itself a state, six Islamic states — Egypt, Iraq, Jordan, Lebanon, Saudi
Arabia, and Syria — invaded Israel. The first of many Arab-Israeli wars, this one
ended within months in a victory for Israel. Full-scale war broke out again in 1956,
1967, and 1973. Because of Arab-Israeli tensions, several hundred thousand Jews
living in Arab lands moved to Israel.
Largely as a result of this fighting, the state that the UN had set aside for Arabs
never came into being. Israel seized half the land in the 1948-1949 fighting. While
the fighting raged, at least 600,000 Palestinians fled, migrating from the areas under
Israeli control. They settled in UN-sponsored refugee camps that ringed the borders
of their former homeland. Meanwhile, various Arab nations seized other
Palestinian lands. Egypt took control of the Gaza Strip, while Jordan annexed the
West Bank of the Jordan River.
(See the map at left.)
The 1956 Suez Crisis The second
Arab-Israeli war followed in 1956.
That year, Egypt seized control of
the Suez Canal, which ran along
Egypt’s eastern border between
the Gulf of Suez and the
Mediterranean Sea. Egyptian presi-
dent Gamal Abdel Nasser sent in
troops to take the canal, which was
controlled by British interests. The
military action was prompted in
large part by Nasser’s anger over
the loss of U.S. and British finan-
cial support for the building of
Egypt’s Aswan Dam.
Outraged, the British made an
agreement with France and Israel to
retake the canal. With air support
provided by their European allies,
the Israelis marched on the Suez
Canal and quickly defeated the
Egyptians. However, pressure from
the world community, including the
United States and the Soviet Union,
forced Israel and the Europeans to
Sea of
Galilee
Haifa
Mediterranean
Sea
Tel Aviv j
SYRIA
Golan
Heights
Amman
Gaza
JORDAN
SAUDI
ARABIA
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Location What was the southernmost point in Israel in 1947 and
what might have been its strategic value?
2. Region What country lies due north of Israel? east? northeast?
MAIN IDEA
Summarizing
4/ What recom-
mendations did the
UN make for
Palestine?
MAIN I PE fo |
Recognizing
Effects
B/ What were
some of the effects
of the Arab-lsraeli
conflicts?
withdraw from Egypt. This left Egypt in charge of the canal
and thus ended the Suez Crisis.
Arab-lsraeli Wars Continue Tensions between Israel and
the Arab states began to build again in the years following
the resolution of the Suez Crisis. By early 1967, Nasser and
his Arab allies, equipped with Soviet tanks and aircraft, felt
ready to confront Israel. “We are eager for battle in order to
force the enemy to awake from his dreams,” Nasser
announced, “and meet Arab reality face to face.” He moved
to close off the Gulf of Aqaba, Israel’s outlet to the Red Sea.
Soon after the strikes on Arab airfields began, the Israelis
struck airfields in Egypt, Iran, Jordan, and Syria. Safe from
air attack, Israeli ground forces struck like lightning on
three fronts. Israel defeated the Arab states in what became
known as the Six-Day War, because it was over in six days.
Israel lost 800 troops in the fighting, while Arab losses
exceeded 15,000.
As a consequence of the Six-Day War, Israel gained con-
trol of the old city of Jerusalem, the Sinai Peninsula, the
Golan Heights, and the West Bank. Israelis saw these new
holdings along their southern, eastern, and western borders
as a key buffer zone against further Arab attacks. Arabs who
lived in Jerusalem were given the choice of Israeli or
Jordanian citizenship. Most chose the latter. People who
lived in the other areas were not offered Israeli citizenship
and simply came under Jewish control.
A fourth Arab-lsraeli conflict erupted in October 1973.
Nasser’s successor, Egyptian president Anwar Sadat
(AHN*wahr suh*DAT), planned a joint Arab attack on the
date of Yom Kippur, the holiest of Jewish holidays. This
time the Israelis were caught by surprise. Arab forces
inflicted heavy casualties and recaptured some of the terri-
tory lost in 1967. The Israelis, under their prime minister,
Golda Meir (MYrnhr), launched a counterattack and
regained most of the lost territory. Both sides agreed to a
truce after several weeks of fighting, and the Yom Kippur
war came to an end.
The Palestine Liberation Organization As Israel and its Arab neighbors battled
each other, Arab Palestinians struggled for recognition. While the United Nations
had granted the Palestinians their own homeland, the Israelis had seized much of
that land, including the West Bank and Gaza Strip, during its various wars. Israel
insisted that such a move was vital to its national security.
In 1964, Palestinian officials formed the Palestine Liberation Organization
(PLO) to push for the formation of an Arab Palestinian state that would include
land claimed by Israel. Originally, the PLO was an umbrella organization made up
of different groups — laborers, teachers, lawyers, and guerrilla fighters. Soon, guer-
rilla groups came to dominate the organization and insisted that the only way to
achieve their goal was through armed struggle. In 1969 Yasir Arafat
(YAH*sur AR # uh # FAT) became chairman of the PLO. Throughout the 1960s and
1970s the group carried out numerous terrorist attacks against Israel. Some of
Israel’s Arab neighbors supported the PLO’s goals by allowing PLO guerrillas to
operate from their lands.
Golda Meir
1898-1978
Meir was born in Kiev, Russia, but
grew up in the American Heartland.
Although a skilled carpenter, Meir's
father could not find enough work in
Kiev. So he sold his tools and other
belongings and moved his family to
Milwaukee, Wisconsin. Meir would
spend more than a decade in the
United States before moving to
Palestine.
The future Israeli prime minister
exhibited strong leadership qualities
early on. When she learned that many
of her fellow fourth grade classmates
could not afford textbooks, she created
the American Young Sisters Society, an
organization that succeeded in raising
the necessary funds.
i j
The Colonies Become New Nations 1019
Analyzing Primary Sources
S3
The Palestinian View
Writer Fawaz Turki articulates the view held by many of his
fellow Palestinians— that the Israelis are illegal occupiers of
Palestinian land.
PRIMARY SOURCE
These people have walked off with our home and
homeland, with our movable and immovable property,
with our land, our farms, our shops, our public
buildings, our paved roads, our cars, our theaters, our
clubs, our parks, our furniture, our tricycles. They
hounded us out of ancestral patrimony [land] and
shoved us in refugee camps. . . . Now they were astride
the whole of historic Palestine and then some, jubilant
at the new role as latter day colonial overlords.
FAWAZ TURKI, quoted in The Arab-lsraeli Conflict
The Israeli View
Many Israelis, including former Israeli General Abraham
Tamir, feel that controlling the disputed lands is vital to
their security.
PRIMARY SOURCE
Since the establishment of the State of Israel, its
national security policy has been designed to defend its
existence, integrity and security, and not for
expansionist territorial aspirations. Hence, if Arab
confrontation states did not initiate wars against Israel
or pose threats to its existence, then Israel would not
start a war ... to extend its territories . . . Our national
security policy created from its very beginning the
linkage between Israel's political willingness for peace
and Israel's military capability to repel aggression of any
kind and scale.
ABRAHAM TAMIR, quoted in From War to Peace
DOCUMENT-BASED QUESTIONS
1 . Analyzing Issues Why does Fawaz Turki refer to the Israelis as colonizers?
2. Drawing Conclusions What might be the best way for the Palestinians to regain
control of their land, according to Abraham Tamir?
Efforts at Peace
In November 1977, just four years after the Yom Kippur war, Anwar Sadat stunned
the world by extending a hand to Israel. No Arab country up to this point had recog-
nized Israel’s right to exist. In a dramatic gesture, Sadat went before the Knesset, the
Israeli parliament, and invited his one-time enemies to join him in a quest for peace.
PRIMARY SOURCE
Today, through my visit to you, I ask you why don't we stretch our hands with faith and
sincerity and so that together we might . . . remove all suspicion of fear, betrayal, and
bad intention? Why don't we stand together with the courage of men and the
boldness of heroes who dedicate themselves to a sublime [supreme] aim? Why don't
we stand together with the same courage and daring to erect a huge edifice [building]
of peace? An edifice that . . . serves as a beacon for generations to come with the
human message for construction, development, and the dignity of man.
ANWAR SADAT, Knesset speech, November 20, 1977
Sadat emphasized that in exchange for peace Israel would have to recognize the
rights of Palestinians. Furthermore, it would have to withdraw from territory seized
in 1967 from Egypt, Jordan, and Syria.
U.S. president Jimmy Carter recognized that Sadat had created a historic oppor-
tunity for peace. In 1978, Carter invited Sadat and Israeli prime minister
Menachem Begin (mehn*AHK*hehm BAY*gihn) to Camp David, the presidential
retreat in rural Maryland. Isolated from the press and from domestic political pres-
sures, Sadat and Begin worked to reach an agreement. After 13 days of negotia-
tions, Carter triumphantly announced that Egypt recognized Israel as a legitimate
state. In exchange, Israel agreed to return the Sinai Peninsula to Egypt. Signed in
1979, the Camp David Accords ended 30 years of hostilities between Egypt and
Israel and became the first signed agreement between Israel and an Arab country.
1 020 Chapter 34
MAIN IDEA
Clarifying
C/What was the
significance of the
Camp David
Accords?
While world leaders praised Sadat, his peace initiative enraged many Arab coun-
tries. In 1981, a group of Muslim extremists assassinated him. However, Egypt’s
new leader, Hosni Mubarak (HAHS*nee moo*BAHR*uhk), has worked to maintain
peace with Israel, y
Israeli-Palestinian Tensions Increase One Arab group that continued to clash
with the Israelis was the Palestinians, a large number of whom lived in the West
Bank and Gaza Strip — lands controlled by Israel. During the 1970s and 1980s, the
military wing of the PLO conducted a campaign against Israel. Israel responded
forcefully, bombing suspected rebel bases in Palestinian towns. In 1982, the Israeli
army invaded Lebanon in an attempt to destroy strongholds in Palestinian villages.
The Israelis became involved in Lebanon’s civil war and were forced to withdraw.
In 1987, Palestinians began to express their frustrations in a widespread cam-
paign of civil disobedience called the intifada , or “uprising.” The intifada took the
form of boycotts, demonstrations, attacks on Israeli soldiers, and rock throwing by
unarmed teenagers. The intifada continued into the 1990s, with little progress made
toward a solution. However, the civil disobedience affected world opinion, which, in
turn, put pressure on Israel to seek negotiations with the Palestinians. Finally, in
October 1991, Israeli and Palestinian delegates met for a series of peace talks.
The Oslo Peace Accords Negotiations between the two sides made little progress,
as the status of the Palestinian territories proved to be a bitterly divisive issue. In
1993, however, secret talks held in Oslo, Norway, produced a surprise agreement:
a document called the Declaration of Principles, also known as the Oslo Peace
Accords . Israel, under the leadership of Prime Minister Yitzhak Rabin
(YIHTS*hahk rah*BEEN), agreed to grant the Palestinians self-rule in the Gaza
Strip and the West Bank, beginning with the town of Jericho. Rabin and Arafat
signed the agreement on September 13, 1993.
The difficulty of making the agreement work was demonstrated by the assassi-
nation of Rabin in 1995. He was killed by a right-wing Jewish extremist who
opposed concessions to the Palestinians. Rabin was succeeded as prime minister
by Benjamin Netanyahu (neh*tan*YAH*hoo), who had opposed the Oslo Accords.
Still, Netanyahu made efforts to keep to the agreement. In January 1997,
Netanyahu met with Arafat to work out plans for a partial Israeli withdrawal from
the West Bank.
The Israeli-Palestinian Struggle
1021
1947 UN votes to
partition Palestine
into a Jewish and a
Palestinian Arab
state.
• • 1950
1960
2000 Israeli leader
Ariel Sharon visits the
Temple Mount;
Palestinians launch the
second intifada.
1949 Israel repels
attack by Arab states
and controls most of
the territory of
Palestine except the
West Bank and Gaza
Strip.
1967 Israel wins
Six-Day War and
control of East
Jerusalem, the West
Bank, Golan Heights,
Gaza Strip, and Sinai.
1993 Israel agrees to withdraw from
several Palestinian regions and the
Palestinian Authority recognizes Israel as a
state in historic Oslo Peace Accords.
1987 Palestinians intensify their resistance
with start of intifada movement (see below).
History Depth
Signs of Hope
Amid the cycle of violence and disagreement in the
Middle East, there are small but inspiring efforts to
bring together Israelis and Palestinians. One is Seeds
of Peace, a summer camp that hosts teenagers from
opposing sides of world conflicts in the hopes of
creating lasting friendships. Another is the West-
Eastern Divan, an orchestra made up of Jewish and
Arab musicians— the creation of famous Jewish
conductor Daniel Barenboim and prominent
Palestinian writer Edward Said.
A Palestinian and Israeli campers bond at Seeds of Peace, located in Maine.
^
A Edward Said (left) and Daniel
Barenboim talk about their orchestra,
shown above.
Peace Slips Away
In 1999, the slow and difficult peace negotiations between Israel and the
Palestinians seemed to get a boost. Ehud Barak won election as Israeli prime min-
ister. Many observers viewed him as a much stronger supporter of the peace plan
than Netanyahu had been. The world community, led by the United States, was
determined to take advantage of such a development.
In July of 2000, U.S. president Bill Clinton hosted a 15-day summit meeting at
Camp David between Ehud Barak and Yasir Arafat. The two men, however, could
not reach a compromise, and the peace plan once again stalled. Just two months
later, Israeli political leader Ariel Sharon visited Jerusalem’s Temple Mount, a site
holy to both Jews and Muslims. The next day, the Voice of Palestine, the Palestinian
Authority’s official radio station, called upon Palestinians to protest the visit. Riots
broke out in Jerusalem and the West Bank, and a second intifada, sometimes called
the Al-Aqsa intifada, was launched.
The Conflict Intensifies The second intifada began much like the first
with demonstrations, attacks on Israeli soldiers, and rock throwing by
unarmed teenagers. But this time the Palestinian militant groups began using
a new weapon — suicide bombers. Their attacks on Jewish settlements
in occupied territories and on civilian locations throughout Israel significantly
raisedthe level of bloodshed. As the second intifada continued through
2007, thousands of Israelis and Palestinians had died in the conflict.
1 022 Chapter 34
In response to the uprising, Israeli forces moved
into Palestinian refugee camps and clamped down on
terrorists. Troops destroyed buildings in which they
suspected extremists were hiding and bulldozed entire
areas of Palestinian towns and camps. The Israeli army
bombed Arafat’s headquarters, trapping him inside his
compound for many days.
Arab-Israeli relations did not improve with Israel’s
next prime minister, Ariel Sharon. Sharon, a former
military leader, refused to negotiate with the
Palestinians until attacks on Israelis stopped.
Eventually, under intense pressure from the world
community, Arafat agreed to take a less prominent role
in peace talks.
In early 2003, the Palestinian Authority appointed
its first-ever prime minister, PLO official Mahmoud
Abbas. Shortly afterward, U.S. president George W.
Bush brought together Sharon and Abbas to begin
working on a new peace plan known as the “road map.”
But violence increased again in 2003, and talks stalled.
Shifting Power and Alliances In the summer of 2005, Israel unilaterally evacu-
ated all its settlers and military from the Gaza Strip. Then in 2006, Hamas, a mili-
tant terrorist group intent on replacing Israel with an Islamic state, won majority
control in Palestinian Authority elections.
Israel refused to recognize the new Hamas government. Instead, in August
2007, Israel’s new prime minister, Ehud Olmert, began a series of formal talks with
Mahmoud Abbas. Both Olmert and Abbas favor a two-state solution to the conflict
over Palestine, and both leaders have an interest in forming an agreement that does
not involve Hamas. After many years of violence, hope remains that harmony will
one day come to this region.
▲ A U.S. magazine
cover highlights
America's involve-
ment in the Middle
East crisis.
j SECTION
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Anwar Sadat • Golda Meir • PLO • Yasir Arafat • Camp David Accords • intifada • Oslo Peace Accords
USING NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which events do you think
were most important? Why?
3. What historic claim do both
Palestinians and Jews make to
the land of Palestine?
4. What land did Israel gain from
the wars against its Arab
neighbors?
5. What were the terms of the
Oslo Accords?
CONNECT TO TODAY
6. COMPARING How was the creation of Israel similar to the
establishment of an independent India?
7. DRAWING CONCLUSIONS Why do you think all the Israeli-
Palestinian accords ultimately have failed?
8. ANALYZING ISSUES Some have said that the Palestinian-
Israeli conflict represents the struggle of right against right.
Explain why you agree or disagree.
9. WRITING ACTIVITY | POWER AND AUTHORITY [ In groups of
three or four, create a list of ten interview questions for
Gamal Abdel Nasser, Anwar Sadat, Yasir Arafat, Yitzhak
Rabin, or a current leader of either Israel or Palestine.
DRAWING A POLITICAL CARTOON
Draw a political cartoon or other type of image that conveys your thoughts about
the stalled peace effort today between Palestinians and Israelis.
The Colonies Become New Nations 1023
Central Asia Struggles
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
POWER AND AUTHORITY
The security issues in these
• Transcaucasian
• mujahideen
Lands controlled or influenced
nations pose a threat to world
Republics
• Taliban
by the Soviet Union struggle
with the challenges of
peace and security.
• Central Asian
Republics
establishing new nations.
SETTING THE STAGE For thousands of years, the different peoples of Central
Asia suffered invasions and domination by powerful groups such as the Mongols,
Byzantines, Ottomans, and finally the Communist rulers of the Soviet Union.
While such occupation brought many changes to this region, its various ethnic
groups worked to keep alive much of their culture. They also longed to create
nations of their own, a dream they realized in the early 1990s with the collapse
of the Soviet Union. In the decade since then, however, these groups have come
to know the challenges of building strong and stable independent nations.
Freedom Brings New Challenges
In 1991 the Soviet Union collapsed, and the republics that it had conquered
emerged as 15 independent nations. Among them were those that had made up
the Soviet empire’s southern borders. Geographers often group these new nations
into two geographic areas.
Armenia, Azerbaijan, and Georgia make up the Transcaucasian Republics .
These three nations lie in the Caucasus Mountains between the Black and
Caspian seas. East of the Caspian Sea and extending to the Tian Shan and Pamir
mountains lie the five nations known as the Central Asian Republics . They are
Uzbekistan, Turkmenistan, Tajikistan, Kazakhstan, and Kyrgyzstan.
Economic Struggles Since gaining independence, these nations have struggled
economically and are today some of the poorest countries in the world. Much of
the problem stems from their heavy reliance on the Soviet Union for economic
help. As a result, they have had a difficult time standing on their own. Economic
practices during the Soviet era have created additional problems. The Soviets, for
example, converted much of the available farmland in the Central Asian
Republics to grow “white gold” — cotton. Dependence on a single crop has hurt
the development of a balanced economy in these nations.
Azerbaijan, which is located among the oil fields of the Caspian Sea, has the
best chance to build a solid economy based on the income from oil and oil prod-
ucts. Meanwhile, Kazakhstan and Turkmenistan are working hard to tap their
large reserves of oil and natural gas.
Ethnic and Religious Strife Fighting among various ethnic and religious groups
has created another obstacle to stability for many of the newly independent
TAKING NOTES
Outlining Use an outline
to organize main ideas
and details.
Freedom brings
New Challenges
A.
&.
Afghanistan and
the VJorld
A.
&.
1 024 Chapter 34
MAIN IDEA
Clarifying
A; Why was there
little ethnic or reli-
gious strife in
Central Asia during
Soviet rule?
countries of Central Asia. The region is home to a number of different peoples,
including some with long histories of hostility toward each other. With their iron-
fisted rule, the Soviets kept a lid on these hostilities and largely prevented any seri-
ous ethnic clashes. After the breakup of the Soviet Union, however, long-simmering
ethnic rivalries erupted into fighting. Some even became small regional wars.
Such was the case in Azerbaijan. Within this mostly Muslim country lies
Nagorno-Karabakh, a small region of mainly Armenian Christians. In the wake of
the Soviet Union’s collapse, the people of this area declared their independence.
Azerbaijan had no intention of letting go of this land, and fighting quickly broke
out. Neighboring Armenia rushed to aid the Armenian people in the district. The
war raged from 1991 through 1994, when the two sides agreed to a cease-fire. As
of 2007, the status of Nagorno-Karabakh remained unresolved. A,
Afghanistan and the World
Just to the south of the Central Asian Republics lies one of the region’s more promi-
nent nations. Afghanistan is a small nation with both mountainous and desert ter-
rain. It is one of the least-developed countries in the world, as most of its inhabitants
are farmers or herders. And yet, over the past several decades, this mostly Muslim
nation has grabbed the world’s attention with two high-profile wars — one against
the Soviet Union and the other against the United States.
Struggle for Freedom Afghanistan has endured a long history of struggle. During
the 1800s, both Russia and Britain competed for control of its land. Russia wanted
access to the Indian Ocean through Afghanistan, while Britain wanted control of T The terra j n of
the land in order to protect the northern borders of its Indian Empire. Britain fought Central Asia varies
three separate wars with the Afghanis before eventually leaving in 1919. widely, from
mountains to plains.
1,000 Kilometers
Black
Sea
Lake
Balkhash
KYRGYZSTAN
UZBEKISTAN
TURKEY
TURKMENISTAN
AFGHANISTAN
GEOGRAPHY SKILLBUILDER: Interpreting!^ 1 N
1 SBdiEMion Which Transcaucasian Republic nation extends, the . .
mmteast^ ™ 6,a
2. Place Which is the only Central Asian Republic that neither
contains nor has access to a sea or lake?
That year, Afghanistan declared itself an independent nation and established a
monarchy. The government implemented various reforms and tried to modernize the
country. In 1964, the country devised a constitution that sought to establish a more
democratic style of government. However, officials could not agree on a reform pro-
gram and most people showed little interest in the effort to transform the govern-
ment. As a result, a democratic system failed to develop.
Pushing Back the Soviets Nonetheless, Afghanistan had grown stable enough to
establish good relations with many Western European nations and to hold its own
on the world stage. When the Cold War conflict between the United States and
Soviet Union broke out, Afghanistan chose to remain neutral. However, over the
years, it received aid from both of the opposing superpowers.
Situated so close to the Soviet Union, however, Afghanistan could not hold out
against the force of communism forever. In 1973, military leaders overthrew the
government. Five years later, in 1978, a rival group with strong ties to the Soviet
Union seized control of the country. Much of the population
opposed the group and its strong association with commu-
nism. Many Afghanis felt that Communist policies con-
flicted with the teachings of Islam.
The opposition forces banded together to form a group
known as the mujahideen (moo*JAH*heh«DEEN), or holy
warriors. These rebels took up arms and fought fiercely
against the Soviet-supported government. The rebellion
soon prompted the Soviet Union to step in. In 1979 and
1980, Soviet troops rolled into Afghanistan to conquer the
country and add it to their Communist empire.
With the Soviets’ superior military force and advanced
weaponry, the war had all the makings of a quick and lop-
sided affair. But the Afghan rebels used the land and guer-
rilla tactics to their advantage. In addition, the United States
provided financial and military assistance. After nearly 10
years of bloody and fruitless fighting, the Soviet Union
withdrew its troops. The Afghanis had taken on the world’s
Communist superpower and won. %/
Rise and Fall of the Taliban With the Soviets gone, vari-
ous Afghan rebel groups began battling each other for con-
trol of the country. A conservative Islamic group known as
the Taliban emerged as the victor. By 1998, it controlled 90
percent of the country. Another rebel group, the Northern
Alliance, held the northwest corner of the country.
Observers initially viewed the Taliban as a positive force, as
it brought order to the war-torn nation, rooted out corrup-
tion, and promoted the growth of business.
However, the group followed an extreme interpretation
of Islamic law and applied it to nearly every aspect of
Afghan society. Taliban leaders restricted women’s lives by
forbidding them to go to school or hold jobs. They banned
everything from television and movies to modern music.
Punishment for violating the rules included severe beatings,
amputation, and even execution.
Even more troubling to the world community was the
Taliban’s role in the growing problem of world terrorism,
which you will read more about in Chapter 36. Western
History u Depth
Destroying the Past
Among the Taliban's extreme policies
that stemmed from their
interpretation of Islam, one in
particular shocked and angered
historians around the world. In the
years after gaining power, Taliban
leaders destroyed some of
Afghanistan's most prized artifacts —
two centuries-old Buddhas carved
out of cliffs.
The Taliban deemed the giant
statues offensive to Islam. Ignoring
pleas from scholars and museums,
they demolished the ancient figures
with dynamite and bombs. One of
the two statues was thought
to have dated back to the third
century a.d.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY Choose a country
and highlight its top archaeological
treasures. Go to classzone.com for
your research.
i
MAIN IDEA
Drawing
Conclusions
Why do you
think the Soviets
finally decided to
leave Afghanistan?
1 026 Chapter 34
leaders accused the Taliban of allowing terror-
ist groups to train in Afghanistan. The Taliban
also provided refuge for terrorist leaders,
including Osama bin Laden, whose al-Qaeda
organization is thought to be responsible for
numerous attacks on the West — including the
attacks on the World Trade Center in New York
and the Pentagon in Washington, D.C., on
September 11, 2001.
In the wake of the September 1 1 attacks,
the U.S. government demanded that the
Taliban turn over bin Laden. After its leaders
refused, the United States took military action.
In October 2001, U.S. forces began bombing
Taliban air defense, airfields, and command
centers, as well as al-Qaeda training camps.
On the ground, the United States provided
assistance to anti-Taliban forces, such as the
Northern Alliance. By December, the United
States had driven the Taliban from power.
Challenges Ahead While the Taliban regrouped in remote parts of Afghanistan and
Pakistan, Afghan officials selected a new government under the leadership of Hamid
Karzai. Later, in 2004, he was elected president for a five-year term. His government
faced the task of rebuilding a country that had endured more than two decades of war-
fare. However, in 2006, the Taliban appeared resurgent, and NATO troops took over
military operations in the South. Heavy fighting with the Taliban continued into 2007.
The challenge before Afghanistan, is neither unique nor new. As you will read
in the next chapter, over the past 50 years countries around the world have
attempted to shed their old and often repressive forms of rule and implement a
more democratic style of government.
a in the
Afghanistan
elections, the ballot
included
photographs of the
candidates and
symbols for each
party.
I SECTION
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Transcaucasian Republics • Central Asian Republics • mujahideen • Taliban
USING YOUR NOTES
MAIN IDEA
CRITICAL THINKING & WRITING
2. Which challenge for the
3. What countries make up the
6. MAKING INFERENCES Some historians call the Soviet-
Central Asian nations is most
Transcaucasian Republics? the
Afghan war the Soviet Union's "Vietnam" What do they
difficult to overcome?
Central Asian Republics?
4. Why did Afghanis oppose the
mean by this reference? Do you agree with it?
7. DRAWING CONCLUSIONS Why might Afghanis have been
Freedom brings
New Challenges
notion of Communist rule?
willing to accept Taliban rule by 1998?
A.
5. Why did the United States take
8. IDENTIFYING PROBLEMS Why did the new nations of
b.
military action against the
Central Asia experience such economic difficulties?
Afghanistan and
the World
A.
b.
Taliban?
9. WRITING ACTIVITY POWER AND AUTHORITY) Imagine VOU
are a speechwriter for Hamid Karzai. Write what you feel
would be an appropriate first paragraph for his initial
speech upon taking power.
CONNECT TO TODAY
CREATING A TIME LINE
Choose one of the countries discussed in this section and create a time line of the eight to
ten most significant events in its history over the last 50 years.
The Colonies Become New Nations 1027
Chapter 4 Assessment
VISUAL SUMMARY
The Struggle
for Independence
The time line shows the dates on which various
countries in Asia and Africa achieved their independ-
ence after World War II. It also shows (in parentheses)
the countries from which they achieved independence.
in
01
t
#
• '
m
in_
01
in
— 1946 the Philippines
(United States)
— 1949 Indonesia
(The Netherlands)
1947 India, Pakistan
(Great Britain)
1948 Israel
(Great Britain)
1957 Ghana
(Great Britain)
BJ
— — — — 1962 Algeria
(France)
j 1963 Kenya
(Great Britain)
— 1965 Singapore
(Great Britain, Malaysia)
| 1971 Congo
(Belgium)
1975 Angola
(Portugal)
1971 Bangladesh
(Pakistan)
TERMS & NAMES
For each term or name below, briefly explain its connection to colonial
independence around the world after World War II.
1. partition
2 . Jawaharlal Nehru
3. Indira Gandhi
4. Corazon Aquino
5. Jomo Kenyatta
6 . Anwar Sadat
7. PLO
8 . mujahideen
MAIN IDEAS
The Indian Subcontinent Achieves Freedom
Section 1 (pages 997-1003)
9. What two nations emerged from the British colony of India in 1947?
10. Briefly explain the reason for the civil disorder in Sri Lanka.
Southeast Asian Nations Gain Independence
Section 2 (pages 1004-1011)
11 . What were some concerns the Filipinos had regarding the Bell Act?
12. Who was Sukarno?
New Nations in Africa Section 3 (pages 1012-1016)
13. Why were Kwame Nkrumah's politics criticized?
14. Why did Zaire face such difficulty upon gaining independence?
Conflicts in the Middle East Section 4 (pages 1017-1023)
15. What was the Suez Crisis?
16. What were the Camp David Accords?
Central Asia Struggles Section 5 (pages 1024-1027)
17. Which nations comprise the Transcaucasian Republics?
18. What was the Taliban?
CRITICAL THINKING
1. USING YOUR NOTES
Use a web diagram to show some of the challenges that newly
independent nations have faced.
2. FORMING AND SUPPORTING OPINIONS
I REVOLUTION! Do you think there should be a limit to the methods
revolutionaries use? Explain your opinion.
3. ANALYZING ISSUES
| ECONOMICS] Why have so many of the new nations that emerged over
the past half-century struggled economically?
4. DRAWING CONCLUSIONS
In your view, was religion a unifying or destructive force as colonies around
the world became new nations? Support your answer with specific
examples from the text.
1 028 Chapter 34
STANDARDS-BASED ASSESSMENT
Use the following excerpt from the Balfour Declaration
and your knowledge of world history to answer questions
1 and 2.
Additional Test Practice, pp. S1-S33
PRIMARY SOURCE
His Majesty's Government view with favour the
establishment in Palestine of a national home for the
Jewish people, and will use their best endeavours to
facilitate the achievement of this object, it being clearly
understood that nothing shall be done which may
prejudice the civil and religious rights of existing non-
Jewish communities in Palestine, or the rights and political
status enjoyed by Jews in any other country.
ARTHUR JAMES BALFOUR, in a letter to Lord Rothschild,
November 2, 1917
Use the political cartoon about Corazon Aquino's election
victory and your knowledge of world history to answer
question 3.
1. The intent of the British government was to
A. give all of Palestine to the Jewish people.
B. leave Palestine in the hands of the Arabs.
C. divide Palestine between Jews and Arabs.
D. ensure justice for Jews around the world.
2 . The group most likely to have opposed the Balfour Declaration
was the
A. Arabs.
B. Jews.
C. French.
D. Americans.
INTEGRATED TECHNOLOGY
TEST PRACTICE Go to classzone.com
• Diagnostic tests • Strategies
• Tutorials • Additional practice
3. Aquino was expected by many to "clean up" the Philippines
by ending years of
A. slavery.
B. dictatorship.
C. business corruption.
D. unchecked pollution.
V.
ALTERNATIVE ASSESSMENT
1. Interact with History
On page 996, you discussed the most important areas to
address in building a new nation. Now that you have read
about the efforts by so many former colonies to forge new
countries, do you think that you focused on the right areas?
Work as a class to identify the main factors that determine
whether a new nation struggles or thrives. Be sure to cite
specific examples from the text.
2. |[\ WRITING ABOUT HISTORY
| POWER AND AUTHORITY] Select one of the leaders discussed in
this chapter. Review the decisions the leader made while in
power. Write an evaluation of the leader's decisions and his or
her impact on the country. Consider the following
• the leader's views on government and democracy
• the leader's handling of the economy
• the leader's accomplishments and failures
INTEGRATED TECHNOLOGY
Creating a Database
Use the Internet, library, and other reference materials to
create a database showing the economic growth of any four
countries discussed in this chapter. Create one table for each
country, with column headings for each measure of economic
growth you chose to record and row headings for each
10-year period. Then insert the most current data you can
find. Consider the following questions to get started.
• What statistics will be most useful in making comparisons
between nations?
• Which nations have capitalist economies? What other types
of economies did you discover?
• Which nations have "one crop" economies?
The Colonies Become New Nations 1 029
CHAPTER
35
Struggles for
Democracy, 1945-Present
Previewing Main Ideas
I ECONOMICS Many nations, such as Brazil, Poland, Russia, and China,
discovered that economic stability is important for democratic progress.
Geography Which type of government seems to predominate in the
Western Hemisphere?
1 REVOLUTION | In 1989, revolutions overthrew Communist governments in
the Soviet Union and Central and Eastern Europe. In China, the Communist
government and the army put down a student protest calling for democracy.
Geography Which two countries in the Eastern Hemisphere are still
Communist?
1 CULTURAL INTERACTION | Chinese students imported democratic ideas
from the West. Democratic reforms spread across Central and Eastern
Europe, causing Communist governments to fall.
Geography Which type of government predominates in the labeled
countries of Europe?
INTEGRATED TECHNOLOGY 1
©Edition ^
| INTERNET RESOURCES
• Interactive Maps
Go to classzone.com for:
• Interactive Visuals
• Research Links • Maps
• Interactive Primary Sources
• Internet Activities • Test Practice
• Primary Sources • Current Events
• Chapter Quiz
WORLD
1030
1948
South Africa imposes
apartheid policy of
racial discrimination.
USA 1
1948
Harry Truman wins s*
second term
as president ►
i
1959
1967
4 Fidel Castro
Nigerian
seizes power
civil war
in Cuba.
begins.
1964
1969
Congress authorizes
Neil Armstrong walks
President Johnson to
on the moon in first
send troops to Vietnam.
lunar landing.
RUSSIA
WORTH
KOREA
ij- Equator £7
BRAZIL
.0 1000 2000 Kilometers
Eckert IV Projection
Types of Government, 2003
Montenegro declares
independence
from Sebia.
1978
Deng Xiaoping
begins economic
reforms in China.
1989
Berlin Wall
comes
down.
1994
South Africa holds
its first multiracial
election.
985
1980
<4 Ronald Reagan
elected
president
c
j c
1988
1992
2000
George Bush
Bill Clinton
George W. Bush
elected
elected
elected
president
president.
president.
1031
Communist State
The government controls
public and private life and most
means ol production, and
limits private property and
individual rights.
Federal inn
Power is loosely divided
between a central authority
and a number of individual
states.
□ Parliamentary Democracy
Power resides in a body of
representatives (the parliament)
that makes laws for the nation.
CH Republic/Federal Republic
Power is in the hands of
representatives, and leaders are
elected by the people; in the
federal version, power is divided
between a central government
and individual states.
Map shows types of government for
selected countries.
Interact
with
History
Why do so many people want
democracy d
Your grandparents came to the United States because they wanted to live in a
democracy. Although that was more than 50 years ago, you know that people in
many parts of the world still seek democracy today. On the news, you watch
stories about protesters, who are demanding more democracy and freedom.
Their demonstrations are often led by students and sometimes help to bring
about democratic reform.
One evening you and a friend are watching a news story about a leader who
has promised his people greater democracy. What might you answer when your
friend asks why so many people want democracy?
EXAMINING the ISSUES
Protesters march in Caracas, Venezuela, in favor of democracy.
• What rights and institutions are necessary for a government
to be democratic?
• How do citizens participate in a democracy? How can
participation be encouraged?
Discuss these questions in class and list important points on the
board. For your discussion, consider what you know about
democracy in ancient Greece and in the United States. As you read
this chapter, think about the challenges many countries face in
trying to develop democratic systems.
Democracy
Case Study: Latin American Democracies
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
ECONOMICS In Latin America,
economic problems and
authoritarian rule delayed
democracy.
By the mid-1990s, almost all
Latin American nations had
democratic governments.
Brasilia • recession
land reform • PRI
standard of
living
SETTING THE STAGE By definition, democracy is government by the people.
Direct democracy, in which all citizens meet to pass laws, is not practical for
nations. Therefore, democratic nations developed indirect democracies, or
republics, in which citizens elect representatives to make laws for them. For
example, the United States is a republic. But democracy is more than a form of
government. It is also a way of life and an ideal goal. A democratic way of life
includes practices such as free and open elections.
Democracy As a Goal
The chart below lists four practices in a democracy, together with conditions that
help these democratic practices succeed. Many nations follow these practices to
a large degree. However, establishing democracy is a process that takes years.
Even in the United States, the establishment of democracy has taken time.
Although the principle of equality is part of the Constitution, many Americans
have struggled for equal rights. To cite one example, women did not receive the
right to vote until 1920. Democracy is always a “work in progress.”
Making Democracy Work
1 Common Practices 1
Conditions That Foster Those Practices
• Free elections
• Having more than one political party
• Universal suffrage— all adult citizens can vote
• Citizen
participation
• High levels of education and literacy
• Economic security
• Freedoms of speech, press, and assembly
• Majority rule,
minority rights
• All citizens equal before the law
• Shared national identity
• Protection of such individual rights as freedom of religion
• Representatives elected by citizens to carry out their will
• Constitutional
government
• Clear body of traditions and laws on which government
is based
• Widespread education about how government works
• National acceptance of majority decisions
• Shared belief that no one is above the law
TAKING NOTES
Summarizing Use a
chart to sum up the
steps Brazil, Mexico,
and Argentina have
taken toward
democracy.
Nation
Steps toward
democracy
&raz-il
Mexico
Argentina.
Case Study 1033
Democratic institutions may not ensure stable, civilian government if other condi-
tions are not present. The participation of a nation’s citizens in government is essen-
tial to democracy. Education and literacy — the ability to read and write — give
citizens the tools they need to make political decisions. Also, a stable economy with
a strong middle class and opportunities for advancement helps democracy. It does so
by giving citizens a stake in the future of their nation. A,
Other conditions advance democracy. First, a firm belief in the rights of the indi-
vidual promotes the fair and equal treatment of citizens. Second, rule by law helps
prevent leaders from abusing power without fear of punishment. Third, a sense of
national identity helps encourage citizens to work together for the good of the nation.
The struggle to establish democracy continued into the 21st century as many
nations abandoned authoritarian rule for democratic institutions. However, a
United Nations study released in July 2002 warned that the spread of democracy
around the world could be derailed if free elections in poor countries are not fol-
lowed by economic growth. The UN Development Program’s annual report warned
particularly about Latin America.
CASE STUDY: Brazil
Dictators and Democracy
Many Latin American nations won their independence from Spain and Portugal in
the early 1800s. However, three centuries of colonial rule left many problems. These
included powerful militaries, economies that were too dependent on a single crop,
and large gaps between rich and poor. These patterns persisted in the modern era.
After gaining independence from Portugal in 1822, Brazil became a monarchy.
This lasted until 1889, when Brazilians established a republican government, which
a wealthy elite controlled. Then, in the 1930s, Getulio Vargas became dictator.
Vargas suppressed political opposition. At the same time, however, he promoted
economic growth and helped turn Brazil into a modern industrial nation.
Kubitschek's Ambitious Program After Vargas, three popularly elected presi-
dents tried to steer Brazil toward democracy. Juscelino Kubitschek
(zhoo*suh*LEE*nuh KOO*bih*chehk), who governed from 1956 to 1961, contin-
ued to develop Brazil’s economy. Kubitschek encouraged foreign investment to
help pay for development projects. He built a new capital city, Brasilia
(bruh # ZIHL*yuh), in the country’s interior. Kubitschek’s dream proved expensive.
The nation’s foreign debt soared and inflation shot up.
Kubitschek’s successors proposed reforms to ease economic and social problems.
Conservatives resisted this strongly. They especially opposed the plan for land
reform — breaking up large estates and distributing that land to peasants. In 1964,
with the blessing of wealthy Brazilians, the army seized power in a military coup. B
Military Dictators For two decades military dictators ruled Brazil. Emphasizing
economic growth, the generals fostered foreign investment. They began huge devel-
opment projects in the Amazon jungle. The economy boomed.
The boom had a downside, though. The government froze wages and cut back on
social programs. This caused a decline in the standard of living , or level of material
comfort, which is judged by the amount of goods people have. When Brazilians
protested, the government imposed censorship. It also jailed, tortured, and sometimes
killed government critics. Nevertheless, opposition to military rule continued to grow.
The Road to Democracy By the early 1980s, a recession , or slowdown in the
economy, gripped Brazil. At that point, the generals decided to open up the politi-
cal system. They allowed direct elections of local, state, and national officials.
MAIN IDEA
Making
Inferences
Aj Why would
democracy suffer if
citizens didn't
participate?
MAIN IDEA
Analyzing Motives
B/Why might the
wealthy have pre-
ferred military rule
to land reform?
Gulf of
Mexico
Tropic of Cancer
MEXICO
NICARAGUA
VENEZUELA
PERU
Brasilia
ci. BOLIVIA
\ mm
PARAGUAY
u
RUGUi
Buenos Airei
ARGENTINA
■ 0° Equator
Tropic of Capricorn
ATLANTIC
OCEAN
Latin America, 2003
BAHAMAS
W £ s
T DOMINICAN
REPUBLIC
HAITI
^ 0
JAMAICA
ELIZE
UR AS
GUATEMALA
EL SALVADOR
Caribbean Sea
COSTA
RICA %
A ' 1
PANAMA
GUYANA
/ SURINAME
FRENCH
GUIANA
COLOMBIA
K
PACIFIC
OCEAN
1.000 Miles
2,000 Kilometers
FALKLAND IS.
(Br.)
Case Study 1035 *
— 40° S
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Location Which country-Argentina, Brazil [ or Mexico-spans the
equator ?
2. Region Which one of the three countries has a coast on the
Caribbean Sea?
MoOlz
In 1985, a new civilian president, Jose Sarney (zhoh«ZAY SAHR*nay), took
office. Sarney inherited a country in crisis because of foreign debt and inflation.
He proved unable to solve the country’s problems and lost support. The next
elected president fared even worse. He resigned because of corruption charges. C,
In 1994 and again in 1998, Brazilians elected Fernando Henrique Cardoso, who
achieved some success in tackling the nation’s economic and political problems.
Although trained as a Marxist scholar, Cardoso became a strong advocate of free
markets. One of his main concerns was the widening income gap in Brazil. He
embarked on a program to promote economic reform.
The 2002 Presidential Election In the presidential election of October 2002,
Cardoso’s handpicked successor to lead his centrist coalition was Jose Serra. Serra
faced two candidates who proposed a sharp break with Cardoso’s pro-business
policies. These candidates included Luiz Inacio Lula da Silva, a candidate of the
leftist Workers Party.
An economic crisis hit many countries in South America, including Brazil, in
2002. Because of stalled economic growth, rising unemployment, and poverty,
there was a backlash against free-market economic policies. This made the election
of 2002 a close contest. Da Silva, the leftist candidate, won the hotly disputed elec-
tion, defeating the ruling party candidate, Serra. Da Silva has proved a more mod-
erate president than his supporters and opponents had expected. Although Brazil
faces many challenges, it continues on the path of democracy.
MAIN IDEA
Analyzing Issues
£/ In your opinion,
which of the prob-
lems faced by
Sarney was worse?
Explain.
CASE STUDY: Mexico
One-Party Rule
Unlike Brazil, Mexico enjoyed relative political stability for most of the 20th cen-
tury. Following the Mexican Revolution, the government passed the Constitution
of 1917. The new constitution outlined a democracy and promised reforms.
Beginnings of One-Party Domination From 1920 to 1934, Mexico elected sev-
eral generals as president. However, these men did not rule as military dictators.
They did create a ruling party — the National Revolutionary Party, which domi-
nated Mexico under various names for the rest of the 20th century.
1036 Chapter 35
MAIN IDEA
Recognizing
Effects
Why does over-
reliance on one
product weaken an
economy?
From 1934 to 1940, President Lazaro Cardenas (KAHR*day*nahs) tried to
improve life for peasants and workers. He carried out land reform and promoted
labor rights. He nationalized the Mexican oil industry, kicking out foreign oil com-
panies and creating a state-run oil industry. After Cardenas, however, a series of
more conservative presidents turned away from reform.
The Party Becomes the PR1 In 1946, the main political party changed its name
to the Institutional Revolutionary Party, or PRI. In the half-century that followed,
the PRI became the main force for political stability in Mexico.
Although stable, the government was an imperfect democracy. The PRI con-
trolled the congress and won every presidential election. The government allowed
opposition parties to compete, but fraud and corruption tainted the elections.
Even as the Mexican economy rapidly developed, Mexico continued to suffer
severe economic problems. Lacking land and jobs, millions of Mexicans struggled
for survival. In addition, a huge foreign debt forced the government to spend
money on interest payments. Two episodes highlighted Mexico’s growing difficul-
ties. In the late 1960s, students and workers began calling for economic and polit-
ical change. On October 2, 1968, protesters gathered at the site of an ancient Aztec
market in Mexico City. Soldiers hidden in the ruins opened fire on the protesters.
The massacre claimed several hundred lives.
A second critical episode occurred during the early 1980s. By that time, huge
new oil and natural gas reserves had been discovered in Mexico. The economy had
become dependent on oil and gas exports. In 1981, world oil prices fell, cutting
Mexico’s oil and gas revenues in half. Mexico went into an economic decline. D.
Economic and Political Crises The 1980s and 1990s saw Mexico facing various
crises. In 1988, opposition parties challenged the PRI in national elections. The
PRI candidate, Carlos Salinas, won the presidency. Even so, opposition parties won
seats in the congress and began to force a gradual opening of the political system.
Analyzing Political Cartoons
Military Rule and Democracy
Throughout the 20th century, many Latin
American countries were ruled by
military dictators or political bosses.
Most typically, the dictator's support
came from the wealthy and the military.
But sometimes the dictator's support
came from the people.
SKILLBUILDER:
Interpreting Visual Sources
1 . Drawing Conclusions Do dictators
typically take into account the opinions of
the people they rule?
2. Making Inferences What does this
cartoon suggest about the dictator's
attitude toward the opinion of the people
he rules?
u My goodness^ if Pd known how badly you wanted
democracy Pd have given it to you ages ago”
Case Study 1037
Population Living in Poverty, 2001
70
Source: Social Panorama of Latin America, 2001-2002
SKILLBUILDER: Interpreting Graphs
1. Comparing In which three countries of Latin America is the percentage of people living in
poverty the lowest?
2 . Comparing In which three countries is the poverty rate highest?
During his presidency, Salinas signed NAFTA, the North American Free Trade
Agreement. NAFTA removed trade barriers between Mexico, the United States,
and Canada. In early 1994, peasant rebels in the southern Mexican state of Chiapas
(chee*AH*pahs) staged a major uprising. Shortly afterward, a gunman assassinated
Luis Donaldo Colosio, the PRI presidential candidate for the upcoming election.
The PRI Loses Control After these events, Mexicans grew increasingly con-
cerned about the prospects for democratic stability. Nevertheless, the elections of
1994 went ahead. The new PRI candidate, Ernesto Zedillo (zuh*DEE*yoh), won.
Opposition parties continued to challenge the PRI.
In 1997, two opposition parties each won a large number of congressional seats,
denying the PRI control of congress. Then, in 2000, Mexican voters ended 71 years
of PRI rule by electing center-right candidate Vicente Fox as president.
New Policies and Programs Fox’s agenda was very ambitious. He advocated
reforming the police, rooting out political corruption, ending the rebellion in
Chiapas, and opening up Mexico’s economy to free-market forces.
Fox also argued that the United States should legalize the status of millions of
illegal Mexican immigrant workers. Fox hoped that a negotiated agreement
between the United States and Mexico would provide amnesty for these undocu-
mented Mexican workers in the United States. After Felipe Calderon, a conserva-
tive, was elected president in 2006, he continued many of Fox’s policies. However,
tensions between the Mexican and U.S. governments grew over Washington’s plan
to build a fence along the two countries’ border.
a President
Vicente Fox
of Mexico
CASE STUDY: Argentina
Political and Economic Disorder
Mexico and Brazil were not the only Latin American countries where democracy had
made progress. By the late 1990s, most of Latin America was under democratic rule.
Peron Rules Argentina Argentina had struggled to establish democracy. It was a
major exporter of grain and beef. It was also an industrial nation with a large work-
ing class. In 1946, Argentine workers supported an army officer, Juan Peron, who
won the presidency and then established a dictatorship.
1038 Chapter 35
Vocabulary
welfare state: a gov-
ernment that tries
to provide for all
its citizens' needs-
including health,
education, and
employment
MAIN IDEA
Analyzing Causes
§>What finally
caused military rule
to end in
Argentina?
Peron did not rule alone. He received critical support from his wife, Eva —
known as Evita to the millions of Argentines who idolized her. Together, the Perons
created a welfare state. The state offered social programs with broad popular
appeal but limited freedoms. After Eva’s death in 1952, Peron ’s popularity declined
and his enemies — the military and the Catholic Church — moved against him. In
1955, the military ousted Peron and drove him into exile.
Repression in Argentina For many years, the military essentially controlled
Argentine politics. Peron returned to power once more, in 1973, but ruled for only
a year before dying in office. By the mid-1970s, Argentina was in chaos.
In 1976, the generals seized power again. They established a brutal dictatorship
and hunted down political opponents. For several years, torture and murder were
everyday events. By the early 1980s, several thousand Argentines had simply dis-
appeared, kidnapped by their own government.
a Eva Peron
Democracy and the Economy In 1982, the military government went to war with
Britain over the nearby Falkland Islands and suffered a defeat. Disgraced, the gen-
erals agreed to step down. In 1983, Argentines elected Raul Alfonsin
(ahl* *fohn«SEEN) president in the country’s first free election in 37 years. E,
During the 1980s, Alfonsin worked to rebuild democracy and the economy.
Carlos Menem gained the presidency in 1989 and continued the process. He
attempted to stabilize the currency and privatize industry. By the late 1990s, how-
ever, economic problems intensified as the country lived beyond its means.
A Growing Crisis In December 2001, the International Monetary Fund (IMF)
refused to provide financial aid to Argentina. Then President Fernando de la Rua
resigned in the face of protests over the economy. He was succeeded by Eduardo
Duhalde, who tried to deal with the economic and social crisis. In 2002, Argentina
had an unemployment rate of about 24 percent. The country defaulted on $132 bil-
lion in debt, the largest debt default in history, and devalued its currency. After Nestor
Kirchner became president in 2003, the nation renegotiated its debt with the IMF. In
2006, Argentina successfully repaid its debt.
SECTION
m
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Brasilia • land reform • standard of living • recession • PRI
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which country do you think
has made the most progress?
Explain.
3. What role did the military play
in shaping the economy of
Brazil?
6. COMPARING AND CONTRASTING Compare and contrast
the roles of the military in the governments of Brazil,
Mexico, and Argentina.
Nation
Steps toward
democracy
d>raz~H
Mexico
Argentina
4. What were some of the
positive benefits of one-party
rule in Mexico?
7. SYNTHESIZING What have been some of the obstacles to
democracy in Latin America?
8. DEVELOPING HISTORICAL PERSPECTIVE What are some of
5. What effect did the Falklands
war have on the military
government in Argentina?
the attributes of democracy?
9. WRITING ACTIVITY ECONOMICS | What might be the effect
of a welfare state (such as that created in Argentina by
the Perons) on a nation's economy? Support your
opinions in a two-paragraph essay.
CONNECT TO TODAY
MAKING A GRAPH
Research the economies of Mexico, Brazil, and Argentina to determine which is doing the
best. Present your findings in a graph.
Case Study 1039
The Challenge of Democracy
in Africa
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
REVOLUTION As the recent
In 1996, as Nigeria struggled
• federal
• apartheid
histories of Nigeria and South
with democracy, South Africa
system
• Nelson
Africa show, ethnic and racial
adopted a bill of rights that
• martial law
Mandela
conflicts can hinder democracy.
promotes racial equality.
• dissident
SETTING THE STAGE Beginning in the late 1950s, dozens of European
colonies in Africa gained their independence and became nations. As in Latin
America, the establishment of democracy in Africa proved difficult. In many
cases, the newly independent nations faced a host of problems that slowed their
progress toward democracy. The main reason for Africa’s difficulties was the
negative impact of colonial rule. European powers had done little to prepare their
African colonies for independence.
TAKING NOTES
Comparing Use a Venn
diagram to compare
political events in Nigeria
and South Africa.
Colonial Rule Limits Democracy
The lingering effects of colonialism undermined efforts to build stable, demo-
cratic economies and states. This can be seen throughout Africa.
European Policies Cause Problems When the Europeans established colonial
boundaries, they ignored existing ethnic or cultural divisions. New borders
divided peoples of the same background or threw different — often rival — groups
together. Because of this, a sense of national identity was difficult to develop.
After independence, the old colonial boundaries became the borders of the newly
independent states. As a result, ethnic and cultural conflicts remained.
Other problems had an economic basis. European powers had viewed colonies
as sources of wealth for the home country. The colonial powers encouraged the
export of one or two cash crops, such as coffee or rubber, rather than the pro-
duction of a range of products to serve local needs. Europeans developed plan-
tations and mines but few factories. Manufactured goods were imported from
European countries. These policies left new African nations with unbalanced
economies and a small middle class. Such economic problems lessened their
chances to create democratic stability.
European rule also disrupted African family and community life. In some cases,
colonial powers moved Africans far from their families and villages to work in
mines or on plantations. In addition, most newly independent nations still lacked a
skilled, literate work force that could take on the task of building a new nation.
Short-Lived Democracies When Britain and France gave up their colonies, they
left fragile democratic governments in place. Soon problems threatened those gov-
ernments. Rival ethnic groups often fought for power. Strong militaries became tools
for ambitious leaders. In many cases, a military dictatorship replaced democracy.
1040 Chapter 35
I NISI A
MOROCCO
UNITED
ARAB
REPUBLIC
(EGYPT)
ALGERIA
LIBYA
SPANISH
SAHARA
Tropic of Cancer
MAURITANIA
NIGER
CHAD
SENEGAL
GAMBIA
PORT.^' .
GUINEA
GUINEA X
SIERRA^
LEONE /
FRENCH
^ SOMALILAND
SUDAN
NIGERIA
CENTRAL
AFRICAN
REPUBLIC
GHANA
500 Kilometers
ETHIOPIA
CAMEROON
TOGO
SOMALIA
NIGERIA
LIBERIA IV0RY
LIBERIA C oaST
Gombe
CONGO u
ION REP. OF
THE
CONGO
BURUNDI
GUINEA
INDIAN
OCEAN
ATLANTIC
OCEAN
CABINDA
(ANGOLA)
TANZANIA
MALAWI
CAMEROON
ANGOLA
MOZAMBIQUE
□ Eastern Region
□ Midwestern Region
Q Northern Region
□ Western Region
RHODESIA
SOUTH-
WEST
AFRICA BOTSWANA
MADAGASCAR
2,000 Kilometers
ATLANTIC
OCEAN
Harcourt
BIOKO
(EQ. GUINEA)
SWAZILAND
SOUTI
AFRIO
Africa, 1967
Regions of Nigeria, 1 967
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Region Describe the Eastern Region , which seceded as Biafra. Describe its size and
location compared to the rest of Nigeria.
2. Location In which region is Lagos , Nigeria's capital in 1967?
MAIN IDEA
Recognizing
Effects
What was the
effect of the war on
the Igbo?
Civil War in Nigeria
Nigeria, a former British colony, won its independence peacefully in 1960. Nigeria
is Africa’s most populous country and one of its richest. However, the country was
ethnically divided. This soon created problems that led to war.
A Land of Many Peoples Three major ethnic groups live within Nigeria’s bor-
ders. In the north are the Hausa-Fulani, who are mostly Muslim. In the south are
the Yoruba and the Igbo (also called Ibo), who are mostly Christians, Muslims, or
animists, who believe that spirits are present in animals, plants, and natural objects.
The Yoruba, a farming people with a tradition of kings, live to the west. The Igbo,
a farming people who have a democratic tradition, live to the east.
After independence, Nigeria adopted a federal system . In a federal system,
power is shared between state governments and a central authority. The Nigerians set
up three states, one for each region and ethnic group, with a political party in each.
War with Biafra Although one group dominated each state, the states also had
ethnic minorities. In the Western Region, non- Yoruba minorities began to resent
Yoruba control. In 1963, they tried to break away and form their own region. This
led to fighting. In January 1966, a group of army officers, most of them Igbo,
seized power in the capital city of Lagos. These officers abolished the regional gov-
ernments and declared martial law , or temporary military rule.
The Hausa-Fulani, who did not trust the Igbo, launched an attack from the north.
They persecuted and killed many Igbo. The survivors fled east. In 1967, the Eastern
Region seceded from Nigeria, declaring itself the new nation of Biafra (bee*AF*ruh).
The Nigerian government then went to war to reunite the country. The Igbo were
badly outnumbered and outgunned. In 1970, Biafra surrendered. Nigeria was
reunited, but perhaps more than a million Igbo died, most from starvation. A,
Struggles for Democracy 1 041
Nigeria's Nation-Building
After the war, Nigerians returned to the process of nation-building. “When the war
ended,” noted one officer, “it was like a referee blowing a whistle in a football
game. People just put down their guns and went back to the business of living.” The
Nigerian government did not punish the Igbo. It used federal money to rebuild the
Igbo region.
Federal Government Restored The military governed Nigeria for most of the
1970s. During this time, Nigerian leaders tried to create a more stable federal sys-
tem, with a strong central government and a number of regional units. The gov-
ernment also tried to build a more modern economy, based on oil income.
In 1979, the military handed power back to civilian rulers. Nigerians were
cheered by the return to democracy. Some people, however, remained concerned
about ethnic divisions in the nation. Nigerian democracy was short-lived. In 1983,
the military overthrew the civilian government, charging it with corruption. A new
military regime, dominated by the Hausa-Fulani, took charge.
A Return to Civilian Rule In the years that followed, the military governed Nigeria,
while promising to bring back civilian rule. The army held elections in 1993, which
resulted in the victory of popular leader Moshood Abiola. However, officers
declared the results invalid, and a dictator, General Sani Abacha, took control.
General Abacha banned political activity and jailed dissidents , or government
opponents. Upon Abacha ’s death in 1998, General Abdulsalami Abubakar seized
power and promised to end military rule. He kept his word. In 1999, Nigerians
elected their first civilian president, Olusegun Obasanjo, in nearly 20 years. In
2003, Obasanjo was reelected.
Ken Saro-Wiwa
On November 10, 1995, Nigeria hanged
nine political prisoners— all critics of the
military government. Many around the
world believed the nine were convicted on
false charges to silence them. One of the
nine was Ken Saro-Wiwa, a noted writer
and activist. Shortly before his death, Saro-
Wiwa smuggled several manuscripts out of
prison.
PRIMARY SOURCE
Injustice stalks the land like a tiger on the prowl. To be at
the mercy of buffoons [fools] is the ultimate insult. To find
the instruments of state power reducing
you to dust is the injury. . . .
It is also very important that we have
chosen the path of non-violent struggle.
Our opponents are given to violence and
we cannot meet them on their turf, even
if we wanted to. Non-violent struggle
offers weak people the strength which
they otherwise would not have. The
spirit becomes important, and no gun
can silence that. I am aware, though,
that non-violent struggle occasions
more death than armed struggle. And
that remains a cause for worry at all
times. Whether the Ogoni people will
be able to withstand the rigors of the
struggle is yet to be seen. Again, their ability to do so will
point the way of peaceful struggle to other peoples on the
African continent. It is therefore not to be underrated.
DOCUMENT-BASED QUESTIONS
1. Drawing Conclusions What do Saro-Wiwa's
imprisonment and execution suggest about
the government of the military dictator,
General Sani Abacha?
2. Making Inferences What seems to be Saro-
Wiwa's attitude toward his persecutors?
KEN SARO-WIWA, A Month and a Day: A Detention Diary
1042 Chapter 35
Civilian Presidents Obasanjo was an ethnic Yoruba from southwest Nigeria. As a
critic of Nigerian military regimes, he had spent three years in jail (1995-1998)
under Sani Abacha. As a former general, Obasanjo had the support of the military.
Obasanjo worked for a strong, unified Nigeria. He made some progress in his
battle against corruption. He also attempted to draw the attention of the world to
the need for debt relief for Nigeria. Obasanjo saw debt relief as essential to the
relief of hunger and the future of democracy in Africa.
The controversial 2007 elections brought President Umaru Yar’ Adua to power.
Like his mentor Mr. Obasanjo, President Yar’Adua faced a variety of problems.
These included war, violence, corruption, poverty, pollution, and hunger. In addi-
tion, militant groups are threatening Nigeria’s oil exports and economic growth.
MAIN IDEA
Making
Inferences
How did the
policy of apartheid
strengthen whites'
hold on power?
South Africa Under Apartheid
In South Africa, racial conflict was the result of colonial rule. From its beginnings
under Dutch and British control, South Africa was racially divided. A small white
minority ruled a large black majority. In 1910, South Africa gained self-rule as a
dominion of the British Empire. In 193 1, it became an independent member of the
British Commonwealth. Although South Africa had a constitutional government,
the constitution gave whites power and denied the black majority its rights.
Apartheid Segregates Society In 1948, the National Party came to power in
South Africa. This party promoted Afrikaner, or Dutch South African, nationalism.
It also instituted a policy of apartheid , complete separation of the races. The
minority government banned social contacts between whites and blacks. It estab-
lished segregated schools, hospitals, and neighborhoods.
In 1959, the minority government set up reserves, called homelands, for the coun-
try’s major black groups. Blacks were forbidden to live in white areas unless they
worked as servants or laborers for whites. The homelands policy was totally unbal-
anced. Although blacks made up about 75 percent of the population, the government
set aside only 13 percent of the land for them. Whites kept the best land, B,-
Blacks Protest The blacks of South Africa resisted the controls imposed by the white
minority. In 1912, they formed the
African National Congress (ANC)
to fight for their rights. The ANC
organized strikes and boycotts to
protest racist policies. The govern-
ment banned the ANC and impris-
oned many of its members. One was
ANC leader Nelson Mandela
(man*DEHL*uh).
The troubles continued. In 1976,
riots over school policies broke out
in the black township of Soweto,
leaving about 600 students dead. In
1977, police beat popular protest
leader Stephen Biko to death while
he was in custody. As protests
mounted, the government declared
a nationwide state of emergency
in 1986.
v A young South
African poll
worker helps an
elderly man to
vote in the first
election open to
citizens of all
races.
Struggles for Democracy 1 043
Struggle for Democracy
By the late 1980s, South Africa was under great pressure to change. For years, a
black South African bishop, Desmond Tutu, had led an economic campaign against
apartheid. He asked foreign nations not to do business with South Africa. In
response, many nations imposed trade restrictions. They also isolated South Africa
in other ways, for example, by banning South Africa from the Olympic Games. (In
1984, Tutu won the Nobel Peace Prize for his nonviolent methods.) C,
The First Steps In 1989, white South Africans elected a new president, F. W. de
Klerk. His goal was to transform South Africa and end its isolation. In February
1990, he legalized the ANC and also released Nelson Mandela from prison.
These dramatic actions marked the beginning
of a new era in South Africa. Over the next 18
months, the South African parliament repealed
apartheid laws that had segregated public facili-
ties and restricted land ownership by blacks.
World leaders welcomed these changes and
began to ease restrictions on South Africa.
Although some legal barriers had fallen, oth-
ers would remain until a new constitution was in
place. First, the country needed to form a mul-
tiracial government. After lengthy negotiations,
President de Klerk agreed to hold South Africa’s
first universal elections, in which people of all
races could vote, in April 1994.
Majority Rule Among the candidates for presi-
dent were F. W. de Klerk and Nelson Mandela.
During the campaign, the Inkatha Freedom
Party — a rival party to the ANC — threatened to
disrupt the process. Nevertheless, the vote went
smoothly. South Africans of all races peacefully
waited at the polls in long lines. To no one’s sur-
prise, the ANC won 63 percent of the vote. They
won 252 of 400 seats in the National Assembly
(the larger of the two houses in Parliament).
Mandela was elected president. Mandela
stepped down in 1999, but the nation’s demo-
cratic government continued.
A New Constitution In 1996, after much
debate, South African lawmakers passed a new,
more democratic constitution. It guaranteed
equal rights for all citizens. The constitution
included a bill of rights modeled on the U.S. Bill
of Rights. The political changes that South
Africa had achieved gave other peoples around
the world great hope for the future of democracy.
South Africa Today In 1999, ANC official
Thabo Mbeki won election as president in a
peaceful transition of power. As Mbeki assumed
office, he faced a number of serious challenges.
These included high crime rates — South Africa’s
History Makers
Nelson Mandela
1918 -
Nelson Mandela has said
that he first grew
interested in politics when
he heard elders in his
village describe how freely
his people lived before
whites came. Inspired to
help his people regain
that freedom, Mandela
trained as a lawyer and
became a top official in the ANC. Convinced
that apartheid would never end peacefully, he
joined the armed struggle against white rule.
For this, he was imprisoned for 27 years.
After his presidential victory, Mandela
continued to work to heal his country.
F. W. de Klerk
1936 -
Like Mandela, Frederik W.
de Klerk also trained as a
lawyer. Born to an
Afrikaner family with close
links to the National Party,
de Klerk was elected to
Parliament in 1972.
A firm party loyalist,
de Klerk backed apartheid
but was also open to
reform. Friends say that his flexibility on racial
issues stemmed from his relatively liberal
religious background.
In 1993, de Klerk and Mandela were jointly
awarded the Nobel Peace Prize for their efforts
to bring democracy to South Africa.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on Nelson Mandela
and F. W. de Klerk, go to classzone.com
MAIN IDEA
Recognizing
Effects
How did
Desmond Tutu help
force South Africa
to end apartheid?
1044 Chapter 35
South Africa, 1948-Present
1959
1962
1977
1989
1996
Black
Nelson
Stephen Biko
F. W. de Klerk
New
homelands
Mandela
killed in police
elected
constitution
established
jailed
custody
president
adopted
■■
1999
ANC candidate
Thabo Mbeki
elected
president
1948
1960 1976
1990
1994
National Party comes
Sharpeville 600 black
ANC legalized and
ANC wins 63% of
to power, passes
Massacre, 69 students killed
Mandela released
the vote; Mandela
apartheid laws
protesters killed during Soweto
elected president
protest
a This was
South Africa's
flag from 1927
to 1994.
rape and murder rates were among the highest in the world. Unemployment stood at
about 40 percent among South Africa’s blacks, and about 60 percent lived below the
poverty level. In addition, an economic downturn discouraged foreign investment.
Mbeki promoted a free-market economic policy to repair South Africa’s infra-
structure and to encourage foreign investors. In 2002, South Africa was engaged in
negotiations to establish free-trade agreements with a number of countries around
the world, including those of the European Union as well as Japan, Canada, and the
United States. This was an attempt at opening the South African economy to for-
eign competition and investment, and promoting growth and employment.
One of the biggest problems facing South Africa was the AIDS epidemic. Some
estimates concluded that 6 million South Africans were likely to die of AIDS by
2010. Mbeki disputed that AIDS was caused by HIV (human immunodeficiency
virus). His opinion put South Africa at odds with the scientific consensus through-
out the world. The New York Times stated that Mbeki was in danger of undermin-
ing “all his good work with his stance on AIDS.”
In Section 3, you will read how democratic ideas changed another part of the
world, the Communist Soviet Union.
a South Africa
adopted this flag
in 1994.
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• federal system • martial law • dissident • apartheid • Nelson Mandela
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which country is more
3. What effect did old colonial
6. IDENTIFYING PROBLEMS What do you think is the main
democratic? Explain.
boundaries have on newly
independent African states?
4. What was the outcome of the
problem that Nigeria must overcome before it can
establish a democratic government?
7. ANALYZING ISSUES What are some of the important
Nigeria.
war between Nigeria and
Biafra?
issues facing South Africa today?
8. RECOGNIZING EFFECTS What were the main negative
berth
5. What were the homelands in
effects of the economic policies of European colonizers?
South Africa.
South Africa?
9. WRITING ACTIVITY REVOLUTION | Working in small teams,
write biographies of South African leaders who were
instrumental in the revolutionary overturn of apartheid.
Include pictures if possible.
CONNECT TO TODAY
MAKING AN ORAL REPORT
Do research on the current policy of Thabo Mbeki and the South African government on HIV
and AIDS in South Africa. Report your findings in an oral report to the class.
Struggles for Democracy 1 045
The Collapse of the Soviet Union
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
REVOLUTION Democratic
Russia continues to struggle to
• Politburo
• Boris Yeltsin
reforms brought important
establish democracy.
• Mikhail
• CIS
changes to the Soviet Union.
Gorbachev
• "shock
• glasnost
• perestroika
therapy"
SETTING THE STAGE After World War II, the Soviet Union and the United
States engaged in a Cold War, which you read about in Chapter 33. Each tried to
increase its worldwide influence. The Soviet Union extended its power over
much of Eastern Europe. By the 1960s, it appeared that communism was per-
manently established in the region. During the 1960s and 1970s, the Soviet
Union’s Communist leadership kept tight control over the Soviet people. But big
changes, including democratic reforms, were on the horizon.
TAKING NOTES
Following Chronological
Order Use a time line to
record significant events
in the Soviet Union and
Russia.
ms toot
Gorbachev Moves Toward Democracy
Soviet premier Leonid Brezhnev and the Politburo — the ruling committee of the
Communist Party — crushed all political disagreement. Censors decided what
writers could publish. The Communist Party also restricted freedom of speech
and worship. After Brezhnev’s death in 1982, the aging leadership of the Soviet
Union tried to hold on to power. However, each of Brezhnev’s two successors
died after only about a year in office. Who would succeed them?
A Younger Leader To answer that question, the Politburo debated between two
men. One was Mikhail Gorbachev (mih*KYL GAWR*buh*chawf). Gorbachev’s
supporters praised his youth, energy, and political skills. With their backing,
Gorbachev became the party’s new general secretary. In choosing him, Politburo
members did not realize they were unleashing another Russian Revolution.
The Soviet people welcomed Gorbachev’s election. At 54, he was the
youngest Soviet leader since Stalin. Gorbachev was only a child during Stalin’s
ruthless purge of independent-minded party members. Unlike other Soviet lead-
ers, Gorbachev decided to pursue new ideas.
Glasnost Promotes Openness Past Soviet leaders had created a totalitarian state.
It rewarded silence and discouraged individuals from acting on their own. As a
result, Soviet society rarely changed, and the Soviet economy stagnated. Gorbachev
realized that economic and social reforms could not occur without a free flow of
ideas and information. In 1985, he announced a policy known as glasnost
(GLAHS*nuhst), or openness.
Glasnost brought remarkable changes. The government allowed churches to
open. It released dissidents from prison and allowed the publication of books by pre-
viously banned authors. Reporters investigated problems and criticized officials.
1046 Chapter 35
Analyzing Political Cartoons
Glasnost
JEFF STAHLER
Courtesy CitKirwkin Pott
Mikhail Gorbachev's policies of
glasnost and perestroika shook up
the traditional way of doing things
in the Soviet economy and in the
society at large.
SKILLBUILDER:
Interpreting Visual Sources
1 . Making Inferences One arrow points
down the road toward stagnation.
Where is the other arrow, pointing in
the opposite direction, likely to lead?
2. Drawing Conclusions Why might the
Soviet Union look different to the
figure in the cartoon?
Making
Inferences
A>Why would it
be inefficient for
the central govern-
ment to decide
what should be
produced all over
the country?
Reforming the Economy and Politics
The new openness allowed Soviet citizens to complain about economic problems.
Consumers protested that they had to stand in lines to buy food and other basics.
Economic Restructuring Gorbachev blamed these problems on the Soviet Union’s
inefficient system of central planning. Under central planning, party officials told
farm and factory managers how much to produce. They also told them what wages
to pay and what prices to charge. Because individuals could not increase their pay
by producing more, they had little motive to improve efficiency. A,
In 1985, Gorbachev introduced the idea of perestroika (PEHR*ih*STROY *kuh),
or economic restructuring. In 1986, he made changes to revive the Soviet economy.
Local managers gained greater authority over their farms and factories, and people
were allowed to open small private businesses. Gorbachev’s goal was not to throw
out communism, but to make the economic system more efficient and productive.
Democratization Opens the Political System Gorbachev also knew that for the
economy to improve, the Communist Party would have to loosen its grip on Soviet
society and politics. In 1987, he unveiled a third new policy, called democratiza-
tion. This would be a gradual opening of the political system.
The plan called for the election of a new legislative body. In the past, voters had
merely approved candidates who were handpicked by the Communist Party. Now,
voters could choose from a list of candidates for each office. The election produced
many surprises. In several places, voters chose lesser-known candidates and
reformers over powerful party bosses.
Foreign Policy Soviet foreign policy also changed. To compete militarily with the
Soviet Union, President Ronald Reagan had begun the most expensive military
buildup in peacetime history, costing more than $2 trillion. Under pressure from
U.S. military spending, Gorbachev realized that the Soviet economy could not
afford the costly arms race. Arms control became one of Gorbachev’s top priorities.
In December 1987, he and Reagan signed the Intermediate-Range Nuclear Forces
(INF) Treaty. This treaty banned nuclear missiles with ranges of 300 to 3,400 miles.
Struggles for Democracy 1 047
The Soviet Union Faces Turmoil
Gorbachev’s new thinking led him to support movements for change in both the eco-
nomic and political systems within the Soviet Union. Powerful forces for democracy
were building in the country, and Gorbachev decided not to oppose reform.
Glasnost, perestroika, and democratization were all means to reform the system.
However, the move to reform the Soviet Union ultimately led to its breakup.
Various nationalities in the Soviet Union began to call for their freedom. More than
100 ethnic groups lived in the Soviet Union. Russians were the largest, most powerful
group. However, non-Russians formed a majority
in the 14 Soviet republics other than Russia.
Ethnic tensions brewed beneath the surface of
Soviet society. As reforms loosened central con-
trols, unrest spread across the country.
Nationalist groups in Georgia, Ukraine, and
Moldavia (now Moldova) demanded self-rule.
The Muslim peoples of Soviet Central Asia
called for religious freedom.
Lithuania Defies Gorbachev The first chal-
lenge came from the Baltic nations of Lithuania,
Estonia, and Latvia. These republics had been
independent states between the two world wars,
until the Soviets annexed them in 1940. Fifty
years later, in March 1990, Lithuania declared
its independence. To try to force it back into the
Soviet Union, Gorbachev ordered an economic
blockade of the republic.
Although Gorbachev was reluctant to use
stronger measures, he feared that Lithuania’s
example might encourage other republics to
secede. In January 1991, Soviet troops attacked
unarmed civilians in Lithuania’s capital. The
army killed 14 and wounded hundreds.
Yeltsin Denounces Gorbachev The assault in
Lithuania and the lack of economic progress
damaged Gorbachev’s popularity. People looked
for leadership to Boris Yeltsin . He was a mem-
ber of parliament and former mayor of Moscow.
Yeltsin criticized the crackdown in Lithuania
and the slow pace of reforms. In June 1991, vot-
ers chose Yeltsin to become the Russian
Federation’s first directly elected president.
In spite of their rivalry, Yeltsin and Gorbachev
faced a common enemy in the old guard of
Communist officials. Hard-liners — conserva-
tives who opposed reform — were furious that
Gorbachev had given up the Soviet Union’s role
as the dominant force in Eastern Europe. They
also feared losing their power and privileges.
These officials vowed to overthrow Gorbachev
and undo his reforms.
History Makers
Mikhail Gorbachev
1931 -
Mikhail Gorbachev's
background shaped the
role he would play in
history. Both of his
grandfathers were arrested
during Stalin's purges.
Both were eventually
freed. However, Gorbachev
never forgot his grandfathers' stories.
After working on a state farm, Gorbachev
studied law in Moscow and joined the
Communist Party. As an official in a farming
region, Gorbachev learned much about the
Soviet system and its problems.
He advanced quickly in the party. When he
became general secretary in 1985, he was the
youngest Politburo member and a man who
wanted to bring change. He succeeded.
Although he pursued reform to save the Soviet
Union, ultimately he triggered its breakup.
Boris Yeltsin
1931 -
Boris Yeltsin was raised
in poverty. For 10 years,
his family lived in a
single room.
As a youth, Yeltsin
earned good grades but
behaved badly. Mikhail
Gorbachev named him
party boss and mayor of
Moscow in 1985. Yeltsin's outspokenness got
him into trouble. At one meeting, he launched
into a bitter speech criticizing conservatives for
working against perestroika. Gorbachev fired
him for the sake of party unity.
Yeltsin made a dramatic comeback and won
a seat in parliament in 1989. Parliament
elected him president of Russia in 1990, and
voters reelected him in 1991. Due at least in
part to his failing health (heart problems),
Yeltsin resigned in 1999.
1048 Chapter 35
ESTONIA
LATVIA
Moscow
BELARUS
RUSSIA
LITHI
Lake
Baikal
Lake ^
Balkhash ^
KAZAKHSTAN
Chisinau
Georgia
MOLDOVA
Almaty
2,000 Kilometers
Black S e
.Tbilisi
Tashkent^
KYRGYZSTAN
ARMENIA
Border of the Soviet Union
TAJIKISTAN
AZERBAIJAN
UZBEKISTAN
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1. Place What are the 15 republics of the former Soviet Union ?
2. Region Which republic received the largest percentage of the former Soviet Union's
territory?
The Breakup of the Soviet Union, 1991
/
> ARCTIC OCEAN ^
1 ^
1
5
v '
MAIN IDEA
Analyzing Motives
Bj Why do you
think the Soviet
troops refused
the order to attack
the parliament
building?
The August Coup On August 18, 1991, the hardliners detained Gorbachev at his
vacation home on the Black Sea. They demanded his resignation as Soviet presi-
dent. Early the next day, hundreds of tanks and armored vehicles rolled into
Moscow. However, the Soviet people had lost their fear of the party. They were
willing to defend their freedoms. Protesters gathered at the Russian parliament
building, where Yeltsin had his office.
Around midday, Yeltsin emerged and climbed atop one of the tanks. As his sup-
porters cheered, Yeltsin declared, “We proclaim all decisions and decrees of this
committee to be illegal. . . . We appeal to the citizens of Russia to . . . demand a
return of the country to normal constitutional developments.”
On August 20, the hardliners ordered troops to attack the parliament building,
but they refused. Their refusal turned the tide. On August 21, the military withdrew
its forces from Moscow. That night, Gorbachev returned to Moscow. B,
End of the Soviet Union The coup attempt sparked anger against the Communist
Party. Gorbachev resigned as general secretary of the party. The Soviet parliament
voted to stop all party activities. Having first seized power in 1917 in a coup that
succeeded, the Communist Party now collapsed because of a coup that failed.
The coup also played a decisive role in accelerating the breakup of the Soviet
Union. Estonia and Latvia quickly declared their independence. Other republics
soon followed. Although Gorbachev pleaded for unity, no one was listening. By
early December, all 15 republics had declared independence.
Yeltsin met with the leaders of other republics to chart a new course. They
agreed to form the Commonwealth of Independent States, or C]S, a loose federa-
tion of former Soviet territories. Only the Baltic republics and Georgia declined to
Struggles for Democracy 1 049
join. The formation of the CIS meant the death of the Soviet Union. On Christmas
Day 1991, Gorbachev announced his resignation as president of the Soviet Union,
a country that ceased to exist.
Russia Under Boris Yeltsin
As president of the large Russian Federation, Boris Yeltsin was now the most pow-
erful figure in the CIS. He would face many problems, including an ailing econ-
omy, tough political opposition, and an unpopular war.
Yeltsin Faces Problems One of Yeltsin’s goals was to reform the Russian econ-
omy. He adopted a bold plan known as "shock therapy/' an abrupt shift to free-
market economics. Yeltsin lowered trade barriers, removed price controls, and
ended subsidies to state-owned industries.
Initially, the plan produced more shock than therapy. Prices soared; from 1992
to 1994, the inflation rate averaged 800 percent. Many factories dependent on gov-
ernment money had to cut production or shut down entirely. This forced thousands
of people out of work. By 1993, most Russians were suffering economic hardship:
Vocabulary
subsidies: govern-
ment funds given in
support of industries
▼ A Russian
soldier throws
away a spent
shell case near
the Chechnyan
capital of
Grozny.
PRIMARY SOURCE
A visitor to Moscow cannot escape the feeling of a society in collapse. Child beggars
accost foreigners on the street. . . . Children ask why they should stay in school when
educated professionals do not make enough money to survive. ... A garment worker
complains that now her wages do not cover even the food bills, while fear of growing
crime makes her dread leaving home.
DAVID M. KOTZ, "The Cure That Could Kill"
Economic problems fueled a political crisis. In October 1993, legislators opposed
to Yeltsin’s policies shut themselves inside the parliament building. Yeltsin ordered
troops to bombard the building, forcing hundreds of rebel legislators to surrender.
Many were killed. Opponents accused Yeltsin of acting like a dictator. C ,
Chechnya Rebels Yeltsin’s troubles included war in Chechnya (CHEHCH*nee*uh),
a largely Muslim area in southwestern Russia. In 1991, Chechnya declared its inde-
pendence, but Yeltsin denied the region’s right to secede. In 1994, he ordered 40,000
Russian troops into the breakaway republic. Russian forces reduced the capital city
of Grozny (GROHZ*nee) to rubble. News of the death and destruction sparked anger
throughout Russia.
With an election coming, Yeltsin sought to end the war. In August 1996, the two
sides signed a cease-fire. That year, Yeltsin won reelection. War soon broke out
again between Russia and Chechnya, however. In 1999, as the fighting raged,
Yeltsin resigned and named Vladimir Putin as acting president.
MAIN IDEA
Evaluating
Decisions
Compare
Yeltsin's action here
to his actions dur-
ing the August
Coup. Which were
more supportive of
democracy?
Russia Under Vladimir Putin
Putin forcefully dealt with the rebellion in Chechnya — a
popular move that helped him win the presidential election
in 2000. Nonetheless, violence in the region continues.
Putin Struggles with Chechnya Putin’s war in Chechnya
helped draw terrorism into the Russian capital itself. In
October 2002, Chechens seized a theater in Moscow, and
more than 150 people died in the rescue attempt by
Russian forces.
As the war in Chechnya dragged on, Russian popular
support faded, and Putin moved to suppress his critics. The
2005 Chechen elections helped restore order, and as of
2007, the rebels had been largely quieted. But rebellion
still simmers.
Economic, Political, and Social Problems Since the col-
lapse of the Soviet Union, Russia has seen growth in home-
lessness, domestic violence, and unemployment, and a
decrease in life expectancy. Some observers have wondered
whether Russian democracy could survive. Putin’s presi-
dency has not settled the question. Russia has been moving
towards greater participation in world trade by modernizing
banking, insurance, and tax codes. At the same time, attacks
on democratic institutions such as a free press have not built
the world’s confidence.
The histories of Russia and its European neighbors
have always been intertwined. Unrest in the Soviet Union
had an enormous impact on Central and Eastern Europe, as
you will read in the next section.
Vladimir Putin
1952-
Vladimir Putin worked for 15 years as
an intelligence officer in the KGB
(Committee for State Security). Six of
those years were spent in East
Germany. In 1990, at the age of 38,
he retired from the KGB with the
rank of lieutenant colonel.
Putin became first deputy mayor of
Leningrad. In 1996, he moved to
Moscow, where he joined the
presidential staff. Eventually, Boris
Yeltsin appointed Putin prime minister.
When Yeltsin resigned at the end of
1999, he appointed Putin acting
president. In March 2000, Putin won
election as president.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on
Vladimir Putin, go to classzone.com
l J
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Politburo • Mikhail Gorbachev • glasnost • perestroika • Boris Yeltsin • CIS • "shock
therapy"
MAIN IDEAS
CRITICAL THINKING & WRITING
USING YOUR NOTES
3. What are some of the changes
6. SYNTHESIZING How did Gorbachev's reforms help to
2. In what year did the Soviet
that Gorbachev made to the
move the Soviet Union toward democracy?
Union break apart?
Soviet economy?
4. After the breakup of the Soviet
Union, what problems did
7. ANALYZING ISSUES What are some of the problems that
faced President Vladimir Putin in Russia?
8. COMPARING In what ways were the policies of
ms toot
Yeltsin face as the president of
the Russian Federation?
5. How did Putin deal with
Chechnya?
Gorbachev, Yeltsin, and Putin similar?
9. WRITING ACTIVITY REVOLUTION | It has been said that
Gorbachev's reforms led to another Russian Revolution.
In your opinion, what did this revolution overthrow?
Support your opinion in a two-paragraph essay.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY
Use the Internet to research the situation in Chechnya today. Make a
poster that includes a time line of the conflict, the leaders of the two
sides, and war images.
INTERNET KEYWORD
Chechnya
Struggles for Democracy 1051
Changes in Central
and Eastern Europe
MAIN IDEA WHY IT MATTERS NOW I TERMS & NAMES
CULTURAL INTERACTION
Changes in the Soviet Union led
to changes throughout Central
and Eastern Europe.
Many Eastern European nations
that overthrew Communist
governments are still struggling
with reform.
• Solidarity • ethnic
• Lech Walesa cleansing
• reunification
SETTING THE STAGE The Soviet reforms of the late 1980s brought high hopes
to the people of Central and Eastern Europe. For the first time in decades, they
were free to make choices about the economic and political systems governing
their lives. However, they soon discovered that increased freedom sometimes chal-
lenges the social order. Mikhail Gorbachev’s new thinking in the Soviet Union led
him to urge Central and Eastern European leaders to open up their economic and
political systems.
TAKING NOTES
Analyzing Causes Use
a chart to record
reasons that nations in
Central and Eastern
Europe broke apart.
Former
nations
Reasons
for
breakup
Yugoslavia.
Checho-
slovakia
Poland and Hungary Reform
The aging Communist rulers of Europe resisted reform. However, powerful
forces for democracy were building in their countries. In the past, the threat of
Soviet intervention had kept such forces in check. Now, Gorbachev was saying
that the Soviet Union would not oppose reform.
Poland and Hungary were among the first countries in Eastern Europe to
embrace the spirit of change. In 1980, Polish workers at the Gdansk shipyard went
on strike, demanding government recognition of their union, Solidarity . When mil-
lions of Poles supported the action, the government gave in to the union’s demands.
Union leader Lech Walesa (lehk vah* *WEHN*sah) became a national hero.
Solidarity Defeats Communists The next year, however, the Polish government
banned Solidarity again and declared martial law. The Communist Party discov-
ered that military rule could not revive Poland’s failing economy. In the 1980s,
industrial production declined, while foreign debt rose to more than $40 billion.
Public discontent deepened as the economic crisis worsened. In August 1988,
defiant workers walked off their jobs. They demanded raises and the legalization of
Solidarity. The military leader, General Jaruzelski (YAH*roo*ZEHL*skee), agreed to
hold talks with Solidarity leaders. In April 1989, Jaruzelski legalized Solidarity and
agreed to hold Poland’s first free election since the Communists took power.
In elections during 1989 and 1990, Polish voters voted against Communists and
overwhelmingly chose Solidarity candidates. They elected Lech Walesa president.
Poland Votes Out Walesa After becoming president in 1990, Lech Walesa tried
to revive Poland’s bankrupt economy. Like Boris Yeltsin, he adopted a strategy of
shock therapy to move Poland toward a free-market economy. As in Russia, infla-
tion and unemployment shot up. By the mid-1990s, the economy was improving.
1052 Chapter 35
Vocabulary
deposed: removed
from power
MAIN IDEA
Analyzing Causes
How did the fall
of communism in
Hungary contribute
to turmoil in East
Germany?
Nevertheless, many Poles remained unhappy with the pace of economic
progress. In the elections of 1995, they turned Walesa out of office in favor of a
former Communist, Aleksander Kwasniewski (kfahs*N’YEHF*skee).
Poland Under Kwasniewski President Kwasniewski led Poland in its drive to
become part of a broader European community. In 1999, Poland became a full
member of NATO. As a NATO member, Poland provided strong support in the war
against terrorism after the attack on the World Trade Center in New York on
September 11, 2001.
In 2005 Lech Kaczynski of the conservative Law and Justice Party won the pres-
idency. The following year Kaczynski’s twin brother Jaroslaw became prime min-
ister. The Kaczynskis have fought Poland’s pervasive corruption, opposed rapid
reforms of the free market, and supported the American-led campaign in Iraq.
Hungarian Communists Disband Inspired by the changes in Poland, Hungarian
leaders launched a sweeping reform program. To stimulate economic growth,
reformers encouraged private enterprise and allowed a small stock market to operate.
A new constitution permitted a multiparty system with free elections.
The pace of change grew faster when radical reformers took over a Communist
Party congress in October 1989. The radicals deposed the party’s leaders and then
dissolved the party itself. Here was another first: a European Communist Party had
voted itself out of existence. A year later, in national elections, the nation’s voters
put a non-Communist government in power.
In 1994, a socialist party — largely made up of former Communists — won a
majority of seats in Hungary’s parliament. The socialist party and a democratic
party formed a coalition, or alliance, to rule.
In parliamentary elections in 1998, a liberal party won the most seats in the
National Assembly. In 1999, Hungary joined the North Atlantic Treaty Organization
as a full member. In the year 2001, there was a general economic downtown in
Hungary. This was due to weak exports, decline in foreign investment, and excessive
spending on state pensions and increased minimum wages.
▼ The fall of the
Berlin Wall,
November 10,
1989
Germany
Reunifies
While Poland and Hungary
were moving toward reform,
East Germany’s 77-year-old
party boss, Erich Honecker,
dismissed reforms as unneces-
sary. Then, in 1989, Hungary
allowed vacationing East
German tourists to cross the
border into Austria. From
there they could travel to West
Germany. Thousands of East
Germans took this new escape
route to the west, b
Fall of the Berlin Wall In
response, the East German gov-
ernment closed its borders
entirely. By October 1989, huge
demonstrations had broken out
1053
in cities across East Germany. The protesters demanded the right to travel freely, and
later added the demand for free elections. Honecker lost his authority with the party
and resigned on October 18.
In June 1987, President Reagan had stood before the Berlin Wall and demanded:
“Mr. Gorbachev, tear down this wall!” Two years later, the wall was indeed about
to come down. The new East German leader, Egon Krenz, boldly gambled that he
could restore stability by allowing people to leave East Germany. On November 9,
1989, he opened the Berlin Wall. The long-divided city of Berlin erupted in joyous
celebration. Krenz ’s dramatic gamble to save communism did not work. By the end
of 1989, the East German Communist Party had ceased to exist.
Reunification With the fall of Communism in East Germany, many Germans
began to speak of reunification — the merging of the two Germany s. However, the
movement for reunification worried many people, who feared a united Germany.
The West German chancellor, Helmut Kohl, assured world leaders that Germans
had learned from the past. They were now committed to democracy and human
rights. Kohl’s assurances helped persuade other European nations to accept
German reunification. Germany was officially reunited on October 3, 1990. I y
Germany's Challenges The newly united Germany faced serious problems. More
than 40 years of Communist rule had left eastern Germany in ruins. Its railroads,
highways, and telephone system had not been modernized since World War II. East
German industries produced goods that could not compete in the global market.
Rebuilding eastern Germany’s bankrupt economy was going to be a difficult,
costly process. To pay these costs, Kohl raised taxes. As taxpayers tightened their
belts, workers in eastern Germany faced a second problem — unemployment.
Inefficient factories closed, depriving millions of workers of their jobs.
,1
Major Industries
of Germany, 2003
400 Kilometers
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Location What is the relative location of business centers? Give
possible reasons.
2. Movement Why might Hamburg and Kiel be shipbuilding centers ,
and what does this suggest about the movement of goods?
T7 N
1054 Chapter 35
$ National capital
* Other city
Major business center
— - Major highway
^ Chemicals
Electronics
# Engineering
Optics
Research & development
Shipbuilding
Vehicle assembly
Wine
Economic Challenges In 1998,
voters turned Kohl out of office
and elected a new chancellor,
Gerhard Schroeder, of the
Socialist Democratic Party
(SDP). Schroeder started out as a
market reformer, but slow eco-
nomic growth made the task of
reform difficult. Although
Germany had the world’s third
largest economy, it had sunk to
fifth by 2005. Germany’s unem-
ployment rate was among the
highest in Europe, and rising
inflation was a problem.
However, in 2006, a year after
Angela Merkel of the Christian
Democrats (CDU) was elected
chancellor, unemployment fell
below 4 million, and Germany’s
budget deficit was kept to within
EU limits.
Reunification has also forced
Germany — as Central Europe’s
largest country — to rethink its
role in international affairs.
MAIN IDEA
Clarifying
^ Why would
Europeans fear the
reunification of
Germany?
Democracy Spreads in Czechoslovakia
Changes in East Germany affected other European countries, including
Czechoslovakia and Romania.
Czechoslovakia Reforms While huge crowds were demanding democracy in
East Germany, neighboring Czechoslovakia remained quiet. A conservative
government led by Milos Jakes resisted all change. In 1989, the police arrested sev-
eral dissidents. Among these was the Czech playwright Vaclav Havel
(VAH*tslahv HAH*vehl), a popular critic of the government.
On October 28, 1989, about 10,000 people gathered in Wenceslas Square in the
center of Prague. They demanded democracy and freedom. Hundreds were
arrested. Three weeks later, about 25,000 students inspired by the fall of the Berlin
Wall gathered in Prague to demand reform. Following orders from the government,
the police brutally attacked the demonstrators and injured hundreds.
The government crackdown angered the Czech people. Huge crowds gathered in
Wenceslas Square. They demanded an end to Communist rule. On November 25,
about 500,000 protesters crowded into downtown Prague. Within hours, Milos Jakes
and his entire Politburo resigned. One month later, a new parliament elected Vaclav
Havel president of Czechoslovakia.
Czechoslovakia Breaks Up In Czechoslovakia, reformers also launched an eco-
nomic program based on “shock therapy.” The program caused a sharp rise in
unemployment. It especially hurt Slovakia, the republic occupying the eastern third
of Czechoslovakia.
Unable to agree on economic policy, the country’s two
parts — Slovakia and the Czech Republic — drifted apart. In
spite of President Vaclav Havel’s pleas for unity, a movement
to split the nation gained support among the people. Havel
resigned because of this. Czechoslovakia split into two coun-
tries on January 1, 1993.
Havel was elected president of the Czech Republic. He
won reelection in 1998. Then, in 2003, Havel stepped down
as president, in part because of ill health. The Czech parlia-
ment chose Vaclav Klaus, a right-wing economist and for-
mer prime minister, to succeed him. The economy of the
Czech Republic has steadily improved in the face of some seri-
ous problems, aided by its becoming a full member of the
European Union (EU) in 2004.
Slovakia, too, proceeded on a reformist, pro-Western
path. It experienced one of the highest economic growth
rates in the region in 2002. In 2004 it elected Ivan
Gasparovic president and joined both NATO and the EU.
Overthrow in Romania
By late 1989, only Romania seemed unmoved by the calls for
reform. Romania’s ruthless Communist dictator Nicolae
Ceausescu (chow* SHE S •koo) maintained a firm grip on
power. His secret police enforced his orders brutally.
Nevertheless, Romanians were aware of the reforms in other
countries. They began a protest movement of their own.
A Popular Uprising In December, Ceausescu ordered the
army to fire on demonstrators in the city of Timisoara
The Romanian Language
The Romanians are the only people
in Eastern Europe whose ancestry
and language go back to the ancient
Romans. Romanian is the only
Eastern European language that
developed from Latin. For this reason,
Romanian is very different from the
other languages spoken in the region.
Today's Romanians are descended
from the Dacians (the original people
in the region), the Romans, and
tribes that arrived later, such as the
Goths, Huns, and Slavs.
Romanian remains the official
language today. Minority groups
within Romania (such as Hungarians,
Germans, Gypsies, Jews, Turks, and
Ukrainians) sometimes speak their
own ethnic languages among
themselves. Nonetheless, almost all
the people speak Romanian as well.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY Create a poster on
all the Romance languages, which
developed from Latin. Go to
classzone.com for your research.
Struggles for Democracy 1055
(tee*mee*SHWAH»rah). The army killed and wounded hundreds of people. The
massacre in Timisoara ignited a popular uprising against Ceausescu. Within days,
the army joined the people. Shocked by the collapse of his power, Ceausescu and
his wife attempted to flee. They were captured, however, and then tried and executed
on Christmas Day, 1989. Elections have been held regularly since then. In 2004
Traian Basescu was elected president. c.
The Romanian Economy Throughout the 1990s, Romania struggled with corrup-
tion and crime as it tried to salvage its economy. In 2001, overall production was still
only 75 percent of what it had been in 1989, the year of Ceausescu ’s overthrow. In
the first years of the 21st century, two-thirds of the economy was still state owned.
However, the government made economic reforms to introduce elements of cap-
italism. The government also began to reduce the layers of bureaucracy in order to
encourage foreign investors. In 2007 Romania joined the European Union, as the
Romanian government began to move away from a state controlled economy.
MAIN IDEA
Contrasting
& Contrast the
democratic
revolutions in
Czechoslovakia
and Romania.
The Breakup of Yugoslavia
Ethnic conflict plagued Yugoslavia. This country, formed after World War I, had
eight major ethnic groups — Serbs, Croats, Muslims, Slovenes, Macedonians,
Albanians, Hungarians, and Montenegrins. Ethnic and religious differences dating
back centuries caused these groups to view one another with suspicion. After
World War II, Yugoslavia became a federation of six republics. Each republic had
a mixed population.
gration against Bosnian Muslims living
in Serb-held lands. Called ethnic
cleansing , this policy was intended to
rid Bosnia of its Muslim population. By 1995, the Serbian military controlled 70
percent of Bosnia. In December of that year, leaders of the three factions involved
in the war signed a UN- and U.S. -brokered peace treaty. In September 1996,
Bosnians elected a three-person presidency, one leader from each ethnic group. By
t A view of
downtown
Sarajevo through
a bullet-shattered
window
A Bloody Breakup Josip Tito, who led Yugoslavia from 1945 to 1980, held the
country together. After Tito’s death, ethnic resentments boiled over. Serbian leader
Slobodan Milosevic (mee*LOH*sheh*vihch) asserted leadership over Yugoslavia.
Many Serbs opposed Milosevic and his policies and fled the country.
Two republics, Slovenia and Croatia, declared independence. In June 1991, the
Serbian-led Yugoslav army invaded both republics. After months of bloody fighting,
both republics freed themselves from
Serbian rule. Early in 1992, Bosnia-
Herzegovina joined Slovenia and
Croatia in declaring independence. (In
April, Serbia and Montenegro formed a
new Yugoslavia.) Bosnia’s population
included Muslims (44 percent), Serbs
(31 percent), and Croats (17 percent).
While Bosnia’s Muslims and Croats
backed independence, Bosnian Serbs
strongly opposed it. Supported by
Serbia, the Bosnian Serbs launched a
war in March 1992.
During the war, Serbian military
forces used violence and forced emi-
1056 Chapter 35
History Depth
Ethnic Groups in the Former Yugoslavia
Many ethnic and religious groups lived within Yugoslavia, which was
a federation of six republics. The map shows how the ethnic groups
were distributed. Some of those groups held ancient grudges against
one another. The chart summarizes some of the cultural differences
among the groups.
^Ljubljana
SLOVENIA
Vojvodina
BOSNIA
AND
HERZEGOVINA
Belgrade
SERBIA
Sarajevo 1
MONTENEGRO
Podgorica s jk
Kosovo
MACEDONIA
ALBANIA
Ethnic Groups in the
Former Yugoslavia, 1992
100 Miles
AUSTRIA
200 Kilometers
ROMANIA
TALY
BULGARIA
□ Albanian
O Slovene
□ Croat
1 1 No majority present
Eil Hungarian
H Macedonian
Former Yugoslavia
Ei Montenegrin
Borders of 1992
d Muslim
Republic boundaries
□ Serb
Provincial boundaries
Differences Among the Ethnic Groups
Group
Language
(slavic unless noted)
Religion
Albanians
Albanian (not Slavic)
mostly Muslim
Croats
dialect of Serbo-Croatian*
mostly Roman Catholic
Hungarians
Magyar (not Slavic)
many types of Christians
Macedonians
Macedonian
mostly Eastern Orthodox
Montenegrins
dialect of Serbo-Croatian*
mostly Eastern Orthodox
Muslims
dialect of Serbo-Croatian*
Muslim (converted
under Ottoman rule)
Serbs
dialect of Serbo-Croatian*
mostly Eastern Orthodox
Slovenes
Slovenian
mostly Roman Catholic
SKILLBUILDER: Interpreting Visuals
1 . Analyzing Issues Use the chart to find out
information about the various groups that lived
in Bosnia and Herzegovina (as shown on the
map). What were some of the differences among
those groups?
2. Contrasting Kosovo was a province within
Serbia. What group was in the majority there,
and how did it differ from Serbs?
* Since Yugoslavia broke apart, many residents of the former republics have started to
refer to their dialects as separate languages: Croatian for Croats, Bosnian for
Muslims, Serbian for Serbs and Montenegrins.
Struggles for Democracy 1057
2001, Bosnia and Herzegovina began to stand on its own without as much need for
supervision by the international community.
Rebellion in Kosovo The Balkan region descended into violence and bloodshed
again in 1998, this time in Kosovo, a province in southern Serbia made up almost
entirely of ethnic Albanians. As an independence movement in Kosovo grew
increasingly violent, Serbian military forces invaded the province. In response to
growing reports of atrocities — and the failure of diplomacy to bring peace — NATO
began a bombing campaign against Yugoslavia in the spring of 1999. After endur-
ing more than two months of sustained bombing, Yugoslav leaders finally withdrew
their troops from Kosovo. In 2007, talks continued over the status of Kosovo.
The Region Faces Its Problems In the early years of the 21st century, there were
conflicting signs in Yugoslavia. Slobodan Milosevic was extradited to stand trial for
war crimes but died in 2006, while his trial was continuing. A large portion of the
country’s foreign debt was erased. Despite an independence movement in Kosovo,
parliamentary elections under UN supervision took place in November 2001 with-
out violence.
In Montenegro (which together with Serbia made up Yugoslavia), an indepen-
dence referendum in May 2006 revealed that most voters wanted to separate from
Serbia. As the Montenegrins declared independence in 2006, Serbia accepted the
new situation peacefully. In 2007 Serbia held a parliamentary election in which the
ultra-nationalist Radical Party made some gains, but could not win enough seats to
form a new government.
The nations of Central and Eastern Europe made many gains in the early years
of the 21st century. Even so, they continued to face serious obstacles to democracy.
Resolving ethnic conflicts remained crucial, as did economic progress. If the
nations of Central and Eastern Europe and the former Soviet Union can improve
their standard of living, democracy may have a better chance to grow. Meanwhile,
economic reforms in Communist China sparked demands for political reforms, as
you will read in the next section.
MAIN IDEA
Identifying
Problems
^ Why did
Bosnia's mixed
population cause a
problem after
Bosnia declared
independence?
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Solidarity • Lech Walesa • reunification • ethnic cleansing
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which nation seems to have
done best since the breakup?
Explain.
Former
nations
Reasons
for
breakup
Yugoslavia
Checho-
slovakia
3. How did Solidarity affect
Communist rule in Poland?
4. What effect did reunification
have on Germany's inter-
national role?
5. What was the main cause of
the breakup of Czechoslovakia?
6. ANALYZING CAUSES Why did ethnic tension become such
a severe problem in the Soviet Union and Yugoslavia?
7. DRAWING CONCLUSIONS What are some of the problems
faced in Central and Eastern Europe in the 21st century?
8. RECOGNIZING EFFECTS What effect did economic reform
have on Slovakia?
9. WRITING ACTIVITY CULTURAL INTERACTION | With a partner,
create a cause-and-effect diagram to show how
democratic reform spread through Central and Eastern
Europe. The diagram should show the order in which
reform happened and which countries influenced others.
CONNECT TO TODAY
MAKING A PIE GRAPH
Research the size of the populations of Central and Eastern Europe countries mentioned in
this section. Construct a pie graph showing the comparative sizes of the populations.
1058 Chapter 35
China: Reform and Reaction
MAIN IDEA 1 WHY IT MATTERS NOW | TERMS & NAMES
CULTURAL INTERACTION In
response to contact with the
West, China's government has
experimented with capitalism but
has rejected calls for democracy.
After the 1997 death of Chinese
leader Deng Xiaoping, President
Jiang Zemin seemed to be
continuing Deng's policies.
• Zhou Enlai
• Deng Xiaoping
• Four
Modernizations
• Tiananmen
Square
• Hong Kong
SETTING THE STAGE The trend toward democracy around the world also
affected China to a limited degree. A political reform movement arose in the late
1980s. It built on economic reforms begun earlier in the decade. However,
although the leadership of the Communist Party in China generally supported
economic reform, it opposed political reform. China’s Communist government
clamped down on the political reformers. At the same time, it maintained a firm
grip on power in the country.
The Legacy of Mao
After the Communists came to power in China in 1949, Mao Zedong set out to
transform China. Mao believed that peasant equality, revolutionary spirit, and
hard work were all that was needed to improve the Chinese economy.
However, lack of modern technology damaged Chinese efforts to increase
agricultural and industrial output. In addition, Mao’s policies stifled economic
growth. He eliminated incentives for higher production. He tried to replace fam-
ily life with life in the communes. These policies took away the peasants’ motive
to work for the good of themselves and their families.
Facing economic disaster, some Chinese Communists talked of modernizing
the economy. Accusing them of “taking the capitalist road,” Mao began the
Cultural Revolution in 1966 to cleanse China of antirevolutionary influences.
TAKING NOTES
Following Chronological
Order Use a diagram to
show events leading up
to the demonstration in
Tiananmen Square.
Mao's Attempts to Change China
Mao's Programs
Program Results
First Five-Year Plan
1953-1957
• Industry grew 15 percent a year.
• Agricultural output grew very slowly.
Great Leap Forward
1958-1961
• China suffered economic disaster— industrial
declines and food shortages.
• Mao lost influence.
Cultural Revolution
1966-1976
• Mao regained influence by backing radicals.
• Purges and conflicts among leaders created
economic, social, and political chaos.
Struggles for Democracy 1059
a Zhou Enlai, a
translator, Mao
Zedong, President
Nixon, and Henry
Kissinger meet in
Beijing in 1972.
Instead of saving radical communism, however, the Cultural Revolution turned
many people against it. In the early 1970s, China entered another moderate period
under Zhou Enlai (joh ehn*ly). Zhou had been premier since 1949. During the
Cultural Revolution, he had tried to restrain the radicals. A/
China and the West
Throughout the Cultural Revolution, China played almost no role in world affairs.
In the early 1960s, China had split with the Soviet Union over the leadership of
world communism. In addition, China displayed hostility toward the United States
because of US. support for the government on Taiwan.
China Opened Its Doors China’s isolation worried Zhou. He began to send out
signals that he was willing to form ties to the West. In 1971, Zhou startled the
world by inviting an American table-tennis team to tour China. It was the first visit
by an American group to China since 1949.
The visit began a new era in Chinese-American relations. In 1971, the United
States reversed its policy and endorsed UN membership for the People’s Republic of
China. The next year, President Nixon made a state visit to China. He met with Mao
and Zhou. The three leaders agreed to begin cultural exchanges and a limited amount
of trade. In 1979, the United States and China established diplomatic relations.
Economic Reform Both Mao and Zhou died in 1976. Shortly afterward, moder-
ates took control of the Communist Party. They jailed several of the radicals who
had led the Cultural Revolution. By 1980, Deng Xiaoping (duhng showpihng)
had emerged as the most powerful leader in China. He was the last of the “old rev-
olutionaries” who had ruled China since 1949.
Although a lifelong Communist, Deng boldly supported moderate economic
policies. Unlike Mao, he was willing to use capitalist ideas to help China’s econ-
omy. He embraced a set of goals known as the Four Modernizations . These called
for progress in agriculture, industry, defense, and science and technology. Deng
launched an ambitious program of economic reforms.
First, Deng eliminated Mao’s communes and leased the land to individual farm-
ers. The farmers paid rent by delivering a fixed quota of food to the government.
They could then grow crops and sell them for a profit. Under this system, food pro-
duction increased by 50 percent in the years 1978 to 1984.
Deng extended his program to industry. The government permitted private busi-
nesses to operate. It gave the managers of state-owned industries more freedom to
set production goals. Deng also welcomed foreign technology and investment.
Deng’s economic policies produced striking changes in Chinese life. As
incomes increased, people began to buy appliances and televisions. Chinese youths
now wore stylish clothes and listened to Western music. Gleaming hotels filled
with foreign tourists symbolized China’s new policy of openness.
MAIN IDEA
Recognizing
Effects
A> What was the
ultimate result of
Mao's radical
Communist policies?
1060 Chapter 35
MAIN IDEA
Analyzing Causes
|> How did eco-
nomic reform intro-
duce new political
ideas to China?
Massacre in Tiananmen Square
Deng’s economic reforms produced a number of unexpected problems. As living
standards improved, the gap between the rich and poor widened. Increasingly, the
public believed that party officials profited from their positions.
Furthermore, the new policies admitted not only Western investments and
tourists but also Western political ideas. Increasing numbers of Chinese students
studied abroad and learned about the West. In Deng’s view, the benefits of opening
the economy exceeded the risks. Nevertheless, as Chinese students learned more
about democracy, they began to question China’s lack of political freedom. B
Students Demand Democracy In 1989, students sparked a popular uprising that
stunned China’s leaders. Beginning in April of that year, more than 100,000 stu-
dents occupied Tiananmen (tyahn*ahn*mehn) Square , a huge public space in the
heart of Beijing. The students mounted a protest for democracy. (See photograph
on page 1064.)
The student protest won widespread popular support. When thousands of stu-
dents began a hunger strike to highlight their cause, people poured into Tiananmen
Square to support them. Many students called for Deng Xiaoping to resign.
Deng Orders a Crackdown Instead of considering political reform, Deng
declared martial law. He ordered about 100,000 troops to surround Beijing.
Although many students left the square after martial law was declared, about 5,000
chose to remain and continue their protest. The students revived their spirits by
defiantly erecting a 3 3 -foot statue that they named the “Goddess of Democracy.”
On June 4, 1989, the standoff came to an end. Thousands of heavily armed sol-
diers stormed Tiananmen Square. Tanks smashed through barricades and crushed
the Goddess of Democracy. Soldiers sprayed gunfire into crowds of frightened stu-
dents. They also attacked protesters elsewhere in Beijing. The assault killed hun-
dreds and wounded thousands.
Training the Chinese Army
After the massacre in Tiananmen Square, Xiao Ye (a former
Chinese soldier living in the United States) explained how
Chinese soldiers are trained to obey orders without
complaint.
PRIMARY SOURCE
We usually developed bleeding blisters on our feet after
a few days of . . . hiking. Our feet were a mass of soggy
peeling flesh and blood, and the pain was almost
unbearable. ... We considered the physical challenge a
means of tempering [hardening] ourselves for the sake
of the Party. ... No one wanted to look bad. . . .
And during the days in Tiananmen, once again the
soldiers did not complain. They obediently drove
forward, aimed, and opened fire on command. In light
of their training, how could it have been otherwise?
XIAO YE, "Tiananmen Square: A Soldier's Story"
DOCUMENT-BASED QUESTIONS
1 . Making Inferences For whom did the soldiers seem to believe
they were making their physical sacrifices?
2. Drawing Conclusions What attitude toward obeying orders did
their training seem to encourage in the soldiers?
Struggles for Democracy 1 061
The attack on Tiananmen Square marked the beginning of a massive govern-
ment campaign to stamp out protest. Police arrested thousands of people. The state
used the media to announce that reports of a massacre were untrue. Officials
claimed that a small group of criminals had plotted against the government.
Television news, however, had already broadcast the truth to the world.
China Enters the New Millennium
The brutal repression of the prodemocracy movement left Deng firmly in control
of China. During the final years of his life, Deng continued his program of eco-
nomic reforms.
Although Deng moved out of the limelight in 1995, he remained China’s leader.
In February 1997, after a long illness, Deng died. Communist Party General
Secretary Jiang Zemin (jee*ahng zeh*meen) assumed the presidency.
China Under Jiang Many questions arose after Deng’s death. What kind of leader
would Jiang be? Would he be able to hold on to power and ensure political stabil-
ity? A highly intelligent and educated man, Jiang had served as mayor of Shanghai.
He was considered skilled, flexible, and practical. However, he had no military
experience. Therefore, Jiang had few allies among the generals. He also faced chal-
lenges from rivals, including hard-line officials who favored
a shift away from Deng’s economic policies.
Other questions following Deng’s death had to do with
China’s poor human rights record, its occupation of Tibet,
and relations with the United States. During the 1990s, the
United States pressured China to release political prisoners
and ensure basic rights for political opponents. China
remained hostile to such pressure. Its government continued
to repress the prodemocracy movement. Nevertheless, the
desire for freedom still ran through Chinese society. If
China remained economically open but politically closed,
tensions seemed bound to surface.
In late 1997, Jiang paid a state visit to the United States.
During his visit, U.S. protesters demanded more democracy
in China. Jiang admitted that China had made some mistakes
but refused to promise that China’s policies would change.
President Jiang Zemin and Premier Zhu Rongji
announced their retirement in late 2002. Jiang’s successor
was Hu Jintao. However, Jiang was expected to wield influ-
ence over his successor behind the scenes. Hu became pres-
ident of the country and general secretary of the Communist
Party. Jiang remained political leader of the military. Both
supported China’s move to a market economy.
Transfer of Hong Kong Another major issue for China
was the status of Hong Kong . Hong Kong was a thriving
business center and British colony on the southeastern coast
of China. On July 1, 1997, Great Britain handed Hong Kong
over to China, ending 155 years of colonial rule. As part of
the transfer, China promised to respect Hong Kong’s eco-
nomic system and political liberties for 50 years.
Many of Hong Kong’s citizens worried about Chinese
rule and feared the loss of their freedoms. Others, however,
saw the transfer as a way to reconnect with their Chinese
History Makers
Jiang Zemin
1926 -
Jiang Zemin was trained as an
engineer. After working as an
engineer, heading several
technological institutes, and serving
as minister of the electronics
industry, he moved up in politics.
In 1982, he joined the Central
Committee of the Communist Party
in China. He became mayor of
Shanghai in 1985, in which post he
proved to be an effective
administrator. In 1989, he became
general secretary of the Chinese
Communist Party. This promotion
was largely due to his support for the
governmenfs putdown of the pro-
democracy demonstrations in that
year. In 1993, he became president.
In 2003, he stepped down and was
replaced by Hu Jintao; however, Jiang
retained power behind the scenes.
V. ^
1062 Chapter 35
heritage. In the first four or five years after
the transfer, the control of mainland China
over Hong Kong tightened.
China Beyond 2000
The case of China demonstrates that the cre-
ation of democracy can be a slow, fitful, and
incomplete process. Liberal reforms in one
area, such as the economy, may not lead
immediately to political reforms.
Economics and Politics In China, there has
been a dramatic reduction in poverty. Some
experts argue that China managed to reform
its economy and reduce poverty because it
adopted a gradual approach to selling off
state industries and privatizing the economy
rather than a more abrupt approach. China’s
strategy has paid off: by 2007, the country had the world’s fourth largest economy,
after the United States, Japan, and Germany. Cheap consumer goods from China
are filling shops and department stores worldwide.
But China’s economic strength has come with a cost. The wealth gap between
urban and rural areas has widened, with inequality leading to social unrest. In addi-
tion, rapid industrialization has caused pollution and severe environmental problems.
As countries are increasingly linked through technology and trade, they will have
more opportunity to influence each other politically. When the U.S. Congress voted
to normalize trade with China, supporters of such a move argued that the best way to
prompt political change in China is through greater engagement rather than isolation.
Another sign of China’s increasing engagement with the world is its successful cam-
paign to host the 2008 Summer Olympics in Beijing.
a People
celebrate in
Tiananmen
Square after
Beijing won the
bid for the 2008
Olympic Games.
| SECTION
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• Zhou Enlai • Deng Xiaoping • Four Modernizations • Tiananmen Square • Hong Kong
USING YOUR NOTES MAIN IDEAS
CRITICAL THINKING & WRITING
2. Other than the demonstration
in Tiananmen Square, which of
these events was most
important? Explain.
3. What effect did Mao's policies
have on economic growth?
4. What were some of Deng
Xiaoping's economic reforms?
5. How would you describe
China's record on human
rights?
MAKING A POSTER
6. SUPPORTING OPINIONS Judging from what you have
read about the Chinese government, do you think Hong
Kong will keep its freedoms under Chinese rule? Explain.
7. FOLLOWING CHRONOLOGICAL ORDER What were some
of the events that followed the demonstration in
Tiananmen Square?
8. COMPARING AND CONTRASTING Has there been greater
progress in political or economic reform in China?
9. WRITING ACTIVITY | CULTURAL INTERACTION | Imagine that
you are a Chinese student visiting the West. Write a letter
home in which you explain what you have seen abroad.
China will be hosting the 2008 Summer Olympics in Beijing. Research the efforts that China is
making to prepare the city for the festivities and present your findings in a poster.
Struggles for Democracy 1 063
History through Art
Photojournalism
From the earliest days of photography, magazines and newspapers have
used photographs to convey the news. Photojournalists must respond
quickly to recognize a history-making moment and to record that
moment before it passes. As the photographs on this page demonstrate,
photojournalists have captured many of the democratic struggles that
have occurred in the last few decades. In some cases, news photographs
have helped protesters or oppressed people gain the support of the world.
INTEGRATED TECHNOLOGY
▼ Man Defying Tanks
A single Chinese man blocked tanks on
their way to crush prodemocracy protests
in Tiananmen Square in June 1989. No
one knows for sure what happened to the
man afterward— or even who he was. Even
so, this image has become one of the
enduring photographs of the 20th century;
it has come to stand for one man's
courage in defying tyranny.
RESEARCH LINKS For more on
photojournalism, go to classzone.com
Flight from Srebrenica ►
During the conflicts in Bosnia and
Herzegovina, the United Nations declared
the city of Srebrenica a safe area. Even so,
the Bosnian Serb army invaded in July 1995
and expelled more than 20,000 Muslims—
nearly all of them women, children, or
elderly people. In addition, the soldiers held
more than 7,000 men and boys prisoner and
over a five-day period massacred them.
1064
Fall of the Wall T
When the East German government opened the Berlin Wall
in November 1989, a huge celebration broke out. Some
people began to use pickaxes to demolish the wall entirely.
Others danced on top of the wall. (See also the image on
page 1053.)
Abuelas de Plaza de Mayo A
From 1976 to 1983, the military government of Argentina tortured
and killed thousands of political dissidents and sometimes stole their
children. In this demonstration in December 1979, the Abuelas de Plaza
de Mayo (Grandmothers of the Plaza de Mayo) demanded to know the
fate of their relatives. The banner they carried reads "Disappeared
Children."
*
Voting Line
When South Africa held its first all-race
election in April 1994, people were so
eager to vote that they stood in lines
that sometimes stretched nearly a
kilometer (0.62 mile).
1. Forming and Supporting Opinions
Which of these photographs do you
think has the greatest impact on the
viewer? Explain why.
See Skillbuilder Handbook, page R20.
2. Forming and Supporting Opinions
Using Internet or library resources,
find a news photograph that you
think effectively shows a recent
historic event. Bring a copy of the
photograph to class, and explain
orally or in writing what it conveys
about the event.
1065
Chapter Assessment
TERMS & NAMES
For each term or name below, briefly explain its connection to
the democratic movements that took place from 1 945 to the
present.
1. PRI
2 . apartheid
3. Nelson Mandela
4. Mikhail Gorbachev
5. glasnost
6 . Lech Walesa
7. Deng Xiaoping
8 . Tiananmen Square
Changes in Central and Eastern Europe Section 4
(pages 1052-1058)
15. Which nations overthrew Communist governments in 1989?
16. What led to the breakup of Yugoslavia?
China: Reform and Reaction Section 5 (pages 1059-1065)
17. What changes took place in China during the 1970s?
18. How did the Chinese government react to demands for
democratic reform?
MAIN IDEAS
Case Study: Latin American Democracies Section l
(pages 1033-1039)
9. What are four common democratic practices?
10. What group held up democratic progress in both Brazil
and Argentina until the 1980s?
The Challenge of Democracy in Africa Section 2
(pages 1040-1045)
11 . What brought about the civil war in Nigeria?
12. What were three significant steps toward democracy taken
by South Africa in the 1990s?
The Collapse of the Soviet Union Section 3
(pages 1046-1051)
13. What were the main reforms promoted by Soviet leader
Mikhail Gorbachev?
14. What was the August Coup and how did it end?
CRITICAL THINKING
1. USING YOUR NOTES
List several leaders who helped their
nations make democratic progress.
For each, cite one positive action.
2. ANALYZING ISSUES
| CULTURAL INTERACTION] What are some examples from this
chapter in which the negative impact of one culture on
another blocked democratic progress?
3. SYNTHESIZING
Consider what conditions helped democratic movements
succeed and what conditions caused difficulties for them.
What do you think were their hardest challenges?
4. DRAWING CONCLUSIONS
[ ECONOMICS] How does a nation's economy affect its
democratic progress?
5. SUMMARIZING
What were Deng Xiaoping's economic reforms for China?
Leader
Nation
Positive
Action
VISUAL SUMMARY
18 Years of Democratic Struggles
PROGRESS TOWARD
DEMOCRACY
1989
Poland Legalizes Solidarity trade
union; agrees to free elections
Germany Opens Berlin Wall and
starts reunification process
Hungary Disbands Communist Party
Czechoslovakia Holds free elections
Romania Overthrows a dictator
1 99 Soviet Union
Breaks up peacefully
into 15 republics
2000 Mexico Ends
71 years of PRI rule
1983 Argentina
Holds first free
election in 37 years
1983 Nigeria
Military overthrows
civilian rule
1985 Brazil
Elects civilian
government
16 Soviet Union
Begins economic
reforms
1989 China
Government massacres
protesters calling for democracy
SETBACKS TO
DEMOCRACY
1991 Yugoslavia
Ethnic conflicts lead to breakup
of country; years of war follow
1993 Russia
Yeltsin orders troops
to attack opponents in
parliament building
1066 Chapter 35
> STANDARDS-BASED ASSESSMENT
Use the quotation and your knowledge of world history to
answer questions 1 and 2.
Additional Test Practice, pp. S1-S33
PRIMARY SOURCE
Whatever else you can say about the new Hong Kong, it
will be more Chinese. Liu Heung-shing, the editor of the
new Hong Kong magazine The Chinese , says that "for any
meaningful art and culture to take off here, Hong Kong
must find somewhere to anchor itself. To find that anchor,
people will have to go north [to mainland China]." . . .
Increasing numbers of Hong Kong's Cantonese speakers
are studying mainland Mandarin. ... At the same time that
[Hong Kong] must resist China to retain Britain's legacy of
rule of law, it knows that the most logical place for it to
turn for commerce and culture is China.
ORVILLE SCHELL, "The Coming of Mao Zedong Chic"
1. What is the main change that is taking place in Hong Kong's
culture?
A. China is looking to Hong Kong for cultural inspiration.
B. Hong Kong is turning to China for cultural inspiration.
C. Hong Kong is turning to the West for cultural inspiration.
D. Hong Kong is turning inward.
2 . What point of view might a Hong Kong politician have about
this change?
A. may fear China will restrict the city's freedoms
B. may welcome tighter controls from China
C. may threaten military action against China
D. may vow never to cooperate with mainland China
Use this political cartoon and your knowledge of world
history to answer question 3.
3. What is the cartoon saying about the state of communism in
Poland, China, and the Soviet Union?
A. Communism is thriving.
B. Communism is helping nations gain economic health.
C. Communism is failing around the world.
D. Communism is sick but will recover.
INTEGRATED TECHNOLOGY
TEST PRACTICE Go to classzone.com
• Diagnostic tests • Strategies
• Tutorials • Additional practice
ALTERNATIVE ASSESSMENT
1. Interact with History
I REVOLUTION! On page 1032, you considered why so many
people want democracy. Now that you've read the chapter,
have your explanations changed? Would you add anything to
what you said before? Would you change anything you said
before?
2. M WRITING ABOUT HISTORY
A government official has asked you for suggestions on how to
move a Communist economy to a free-market economy. Go
through the chapter and compile a "Things to Do" report
based on actions that other governments have taken. Consider
the following issues:
• unemployment
• inflation
• political effects
• social upheaval
INTEGRATED TECHNOLOGY
Creating a Virtual Field Trip
With two other classmates, plan a two-week virtual field trip to
explore the sights in China, including the Forbidden City and
the sites of the 2008 Summer Olympics. After selecting and
researching the sites you'd like to visit, use maps to
determine your itinerary. Consider visiting these places and
enjoying these excursions:
• Sites of the 2008 Summer Olympic games
• Sites around Beijing
• Great Wall
• A cruise along the Chang Jiang or Huang He rivers
• Three Gorges Dam
• Shanghai
For each place or excursion, give one reason why it is an
important destination on a field trip to China. Include pictures
and sound in your presentation.
Struggles for Democracy 1 067
CHAPTER
Global Interdependence,
1 960-Present
Previewing Main Ideas
| SCIENCE AND TECHNOLOGY! Advances in science and technology have changed
the lives of people around the globe. Improved communications and transportation
have allowed goods, services, and ideas to move rapidly.
Geography How does this mop illustrate the idea of global interdependence?
1 CULTURAL INTERACTION | Inventions and innovations have brought the nations of
the world closer and exposed people to other cultures. Cultures are now blending
ideas and customs much faster than before.
Geography Which countries in the Western Hemisphere are major destinations
for immigrants?
| ECONOMICS] Since World War II, nations have worked to expand trade and
commerce in world markets. Changes in technology have blurred national boundaries
and created a global market.
Geography What do most countries with a net migration rate above
3.0 have in common economically?
POWER AND AUTHORITY | Since the end of World War II, nations have adopted
collective efforts to ensure their security. One of the greatest challenges in
maintaining global security is international terrorism.
Geography What do most countries with a net migration rate above
3.0 have in common politically?
INTEGRATED TECHNOLOGY
—
eEdition c 1
INTERNET RESOURCES
• Interactive Maps
Go to classzone.com for:
• Interactive Visuals
• Research Links
• Maps
• Interactive Primary Sources
• Internet Activities
• Test Practice
VIDEO Patterns of Interaction:
• Primary Sources
• Current Events
The United States and
• Chapter Quiz
the World
1972
T968
< Many nations sign the Nuclear
Non-Proliferation Treaty, (atomic
energy symbol)
1975
Helsinki Accords
support human
rights.
U.S. and Soviet Union agree to joint space venture.
Terrorists carry out attack at the Summer Olympic
games in Munich, (masked terrorist in Munich) ►
1068
ATLANTIC
OCEAN
Jordan's^,
ALGERIA
, , TAIWAN 1; f ,
,j. M PACIFIC
^ OCEAN
' PHILIPPINES
GUATEMALA-^ P *
EL SALVADOR / , j
NICARAGUA /
COSTARICA C1
ECUAD01
SIERRA
LEONE
BRUNEI
0° Equator
SINGAPORE
INDIAN OCEAN
PACIFIC
OCEAN
lapdeom
NEW
ZEALAND
1983
1986
1995
French research
Accident takes place at
World Trade
2007
scientists isolate
Soviet nuclear power
Organization
NASA space shuttle
the AIDS virus.
plant in Chernobyl.
is set up.
makes 23rd mission to
1 International Space Station.
1981
US. carries
out first space
shuttle flight. ►
2001
UN issues the Declaration of Commitment
on H1V/AIDS, Terrorists launch attacks in
New York and Washington, D.C.
2003
Human Genome
Project is completed*
4000
SOUTHERN
OCEAN
Net Migration Rate'
■I 3 01 and greater
1 — I 0.0 1 to 3.0
□ 0
I 1 -001 to -3.0
!■ *3.01 and greater
Source: CIA World Fact book, 2002
*The difference between the number
of persona entering and leaving a country
during the year per 1,000 population.
1069
Interact
• How do the events shown in the photographs illustrate the
political interdependence of different nations?
• What do these events tell you about scientific and cultural
interdependence among nations?
As a class, discuss these questions. Remember what you have
learned about the recent history of nations in different regions
of the world. Try to think of reasons that nations are becoming
increasingly dependent on one another. As you read this chapter,
look for examples of economic, political, and cultural
interdependence among the nations of the world.
▲ Homeland Security Alert
How do global events affect
your daily life?
You have just seen a television program recapping some recent news events.
You are surprised at the number of stories that involve the United States and
other countries. You begin to think about how events in such distant places as
China and Iraq can affect life in your own country.
▼ War in Iraq, 2003 T Mapping the Human Genome
▲ Severe Acute Respiratory Syndrome in China
EXAMINING the ISSUES
The Impact of
Science and Technology
MAIN IDEA 1 WHY IT MATTERS NOW | TERMS & NAMES
SCIENCE AND TECHNOLOGY
Advances in technology after
World War II led to increased
global interaction and improved
quality of life.
Advances in science and
technology affect the lives of
people around the world.
• International • cloning
Space Station • green
• Internet revolution
• genetic
engineering
SETTING THE STAGE Beginning in the late 1950s, the United States and the
Soviet Union competed in the exploration of space. The Soviets launched Earth’s
first artificial satellite and put the first human in orbit around the planet. By the
late 1960s, however, the United States had surpassed the Soviets. U.S. astronauts
landed on the moon in 1969. The heavy emphasis on science and technology that
the space race required led to the development of products that changed life for
people across the globe.
Exploring the Solar System and Beyond
In its early years, competition between the United States and the Soviet Union in
the space race was intense. Eventually, however, space exploration became one
of the world’s first and most successful arenas for cooperation between U.S. and
Soviet scientists.
TAKING NOTES
Recognizing Effects Use
a chart to list the effects
of scientific and
technological
developments.
Cooperation in Space In 1972, years before the end of the Cold War, the United
States and Soviet space programs began work on a cooperative project — the dock-
ing of U.S. and Soviet spacecraft in orbit. This goal was achieved on July 17,
1975, when spacecraft from the two countries docked some 140 miles above
Earth. Television viewers across the globe watched as the hatch between the space
vehicles opened and crews from Earth’s fiercest rival countries greeted each other.
This first cooperative venture in space between the United States and the
Soviet Union was an isolated event. People from different countries, however,
continued to work together to explore space. The Soviets were the first to send
an international crew into space. The crew of Soyuz 28, which orbited Earth in
1978, included a Czech cosmonaut. Since the mid-1980s, crews on United States
space shuttle flights have included astronauts from Saudi Arabia, France,
Germany, Canada, Italy, Japan, Israel, and Mexico. (Space shuttles are larger
than other spacecraft and are reusable.) Shuttle missions put crews in orbit
around Earth to accomplish a variety of scientific and technological tasks.
The space shuttle is being used in the most ambitious cooperative space ven-
ture. The project, sponsored by the United States, Russia, and 14 other nations,
involves the building of the International Space Station (ISS). Since 1998,
U.S. shuttles and Russian spacecraft have transported sections of the ISS to be
assembled in space. By the time it is completed in 2010, the ISS will cover an area
Developments
Effects
Communications
Health and
Medicine
Green
Revolution
Global Interdependence 1071
a This view of the
ISS was taken from
the space shuttle
Endeavor.
larger than a football field and house a crew of six. Since October 2000, smaller crews
have been working aboard the ISS. Through 2006, they had conducted hundreds of
experiments.
Exploring the Universe Unmanned space probes have been used to study the far-
ther reaches of the solar system. The Soviet Venera spacecraft in the 1970s and the
U.S. probe Magellan in 1990 provided in-depth information about Venus. On a 12-
year journey that began in 1977, the U.S. Voyager 2 sent dazzling pictures of Jupiter,
Saturn, Uranus, and Neptune back to Earth. Both the United States and the Soviet
Union have shown particular interest in the planet Mars. The United States probe
Pathfinder, which landed on Mars in 1997, provided spectacular results.
In 1990, the U.S. space agency, NASA, and the European space agency, ESA,
worked together to develop and launch the Hubble Space Telescope. Nearly twenty
years later, this orbiting telescope continues to observe and send back images of
objects in the most remote regions of the universe. Any astronomer in the world
can submit a research request, and all data is released to the public, ht
MAIN IDEA
Hypothesizing
4/ Why might rival
nations cooperate
in space activities
but not on Earth?
Expanding Global Communications
Since the 1960s, artificial satellites launched into orbit around Earth have aided
worldwide communications. With satellite communication, the world has been
gradually transformed into a global village. Today, political and cultural events
occurring in one part of the world often are witnessed live by people thousands of
miles away. This linking of the globe through worldwide communications is made
possible by the miniaturization of the computer.
Smaller, More Powerful Computers In the 1940s, when computers first came
into use, they took up a huge room. The computer required fans or an elaborate air-
conditioning system to cool the vacuum tubes that powered its operations. In the
years since then, however, the circuitry that runs the computer has been miniatur-
ized and made more powerful. This change is due, in part, to the space program,
for which equipment had to be downsized to fit into tiny space
capsules. Silicon chips replaced the bulky vacuum tubes used ear-
lier. Smaller than contact lenses, silicon chips hold millions of
microscopic circuits.
Following this development, industries began to use computers
and silicon chips to run assembly lines. Today a variety of con-
sumer products such as microwave ovens, telephones, keyboard
instruments, and cars use computers and chips. Computers have
become essential in most offices, and millions of people around
the globe have computers in their homes.
▼ Some
computers are
so small that
they can be held
in the hand.
1072 Chapter 36
Access to the Internet, 2007
Internet Users Worldwide
Africa
Asia and the Pacific
Europe
Middle East
North America
Latin America
33.54 million
455.55 million
321 .85 million
19.53 million
232.65 million
109.96 million
Worldwide 6,574.66 million
Source: Internet World Stats
100
Some Major Internet Nations
Japan
United Canada Australia China
States
France Spain
Great Germany Italy
Britain
Source: Internet World Stats
SKILLBUILDER: Interpreting Charts and Graphs
1 . Comparing In which world region do most Internet users live?
2. Drawing Conclusions How would you describe most of the nations with large percentages
of their populations online ?
MAIN IDEA
Summarizing
What types of
technology have
recently changed
the workplace?
Communications Networks Starting in the 1990s, businesses and individuals
began using the Internet . The Internet is the voluntary linkage of computer net-
works around the world. It began in the late 1960s as a method of linking scientists
so they could exchange information about research. Through telephone-line links,
business and personal computers can be hooked up with computer networks. These
networks allow users to communicate with people across the nation and around the
world. Between 1995 and late 2002, the number of worldwide Internet users soared
from 26 million to more than 600 million.
Conducting business on the Internet has become a way of life for many. The
Internet, along with fax machines, transmits information electronically to remote
locations. Both paved the way for home offices and telecommuting — working at
home using a computer connected to a business network. Once again, as it has
many times in the past, technology has changed how and where people work. §/
Transforming Human Life
Advances with computers and communications networks have transformed not only
the ways people work but lifestyles as well. Technological progress in the sciences,
medicine, and agriculture has improved the quality of the lives of millions of people.
Health and Medicine Before World War II, surgeons seldom performed operations
on sensitive areas such as the eye or the brain. However, in the 1960s and 1970s,
new technologies, such as more powerful microscopes, the laser, and ultrasound,
were developed. Many of these technologies advanced surgical techniques.
Advances in medical imaging also helped to improve health care. Using data
provided by CAT scans and MRI techniques, doctors can build three-dimensional
images of different organs or regions of the body. Doctors use these images to
diagnose injuries, detect tumors, or collect other medical information.
In the 1980s, genetics, the study of heredity through research on genes, became
a fast-growing field of science. Found in the cells of all organisms, genes are
hereditary units that cause specific traits, such as eye color, in every living organ-
ism. Technology allowed scientists to isolate and examine individual genes that are
responsible for different traits. Through genetic engineering , scientists were able
to introduce new genes into an organism to give that organism new traits.
Another aspect of genetic engineering is cloning . This is the creation of identi-
cal copies of DNA, the chemical chains of genes that determine heredity. Cloning
actually allows scientists to reproduce both plants and animals that are identical to
Global Interdependence 1073
Molecular Medicine
In 2003, scientists employed on the
Human Genome Project completed
work on a map of the thousands of
genes contained in DNA— human
genetic material. The information
provided by this map has helped in
the development of a new field of
medicine. Called "molecular
medicine," it focuses on how genetic
diseases develop and progress.
Researchers in molecular medicine
are working to identify the genes that
cause various diseases. This will help
in detecting diseases in their early
stages of development. Another area
of interest to researchers is gene
therapy. This involves replacing a
patient's diseased genes with normal
ones. The ultimate aim of workers in
this field is to create "designer drugs"
based on a person's genetic makeup.
existing plants and animals. The application of genetics
research to everyday life has led to many breakthroughs,
especially in agriculture.
The Green Revolution In the 1960s, agricultural scientists
around the world started a campaign known as the green
revolution . It was an attempt to increase food production
worldwide. Scientists promoted the use of fertilizers, pesti-
cides, and high-yield, disease-resistant strains of a variety of
crops. The green revolution helped avert famine and
increase crop yields in many parts of the world.
However, the green revolution had its negative side.
Fertilizers and pesticides often contain dangerous chemicals
that may cause cancer and pollute the environment. Also,
the cost of the chemicals and the equipment to harvest more
crops was far too expensive for an average peasant farmer.
Consequently, owners of small farms received little benefit
from the advances in agriculture. In some cases, farmers
were forced off the land by larger agricultural businesses.
Advances in genetics research seem to be helping to fulfill
some of the goals of the green revolution. In this new “gene
revolution,” resistance to pests is bred into plant strains,
reducing the need for pesticides. Plants being bred to tolerate
poor soil conditions also reduce the need for fertilizers. The
gene revolution involves some risks, including the accidental
creation of disease-causing organisms. However, the revolution holds great promise
for increasing food production in a world with an expanding population. Cy
Science and technology have changed the lives of millions of people. What peo-
ple produce and even their jobs have changed. These changes have altered the
economies of nations. Not only have nations become linked through communica-
tions networks but they are also linked in a global economic network, as you will
see in Section 2.
MAIN IDEA
Recognizing
Effects
What are some
of the positive and
negative effects of
genetic engineering?
SECTION
•O*
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• International Space Station • Internet • genetic engineering • cloning
• green revolution
j
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2 . Which of the three develop-
ments do you think has had
the greatest global effect?
Why?
De.vdopMe.nts
Effects
CoMMunications
Health and
Medicine.
Green
Revolution
3. How does the development of
the International Space Station
show that space exploration
has become a cooperative
endeavor?
6. MAKING INFERENCES Why do you think that space
exploration became an arena for cooperation between
the Soviet Union and the United States?
7. HYPOTHESIZING How do you think the Internet will affect
the world of work in the future?
4. How has the development of
the computer and the Internet
changed the way people work?
5. What areas of medicine have
benefited from scientific and
technological developments?
8. FORMING AND SUPPORTING OPINIONS Is there a limit to
how far cloning should go? Why or why not?
9. WRITING ACTIVITY | SCIENCE AND TECHNOLOGY | Use
encyclopedia yearbooks and science magazines to identify
a technological advance made in the last year. Write a brief
report on the impact this advance has had on daily life.
CONNECT TO TODAY
CREATING A GRAPH
Conduct research into how people use the Internet. Use your findings to
construct a graph showing the most common Internet activities.
1074 Chapter 36
Global Economic Development
MAIN IDEA
ECONOMICS The economies of
the world's nations are so tightly
linked that the actions of one
nation affect others.
WHY IT MATTERS NOW
Every individual is affected by
the global economy and the
environment.
TERMS & NAMES
developed • free trade
nation • ozone layer
emerging nation • sustainable
global economy growth
SETTING THE STAGE At the end of World War II, much of Europe and Asia lay
in ruins, with many of the major cities leveled by bombing. The devastation of the
war was immense. However, with aid from the United States, the economies of
Western European nations and Japan began expanding rapidly within a decade.
Their growth continued for half a century, long after the United States ceased sup-
plying aid. Advances in science and technology contributed significantly to this
ongoing economic growth.
Technology Revolutionizes the World's Economy
In both Asia and the Western world, an explosion in scientific knowledge
prompted great progress that quickly led to new industries. A prime example was
plastics. In the 1950s, a process to develop plastics from petroleum at low pres-
sures and low temperatures was perfected. Within a few years, industries made a
host of products easily and cheaply out of plastics. Other technological advances
have also changed industrial processes, lowered costs, and increased the quality
or the speed of production. For example, robotic arms on automobile assembly
lines made possible the fast and safe manufacture of high-quality cars.
Information Industries Change Economies Technological advances in manu-
facturing reduced the need for factory workers. But in other areas of the econ-
omy, new demands were emerging. Computerization and communications
advances changed the processing of information. By the 1980s, people could
transmit information quickly and cheaply. Information industries such as finan-
cial services, insurance, market research, and communications services boomed.
Those industries depended on “knowledge workers,” or people whose jobs focus
on working with information.
The Effects of New Economies In the postwar era, the expansion of the world’s
economies led to an increase in the production of goods and services so that many
nations benefited. The economic base of some nations shifted. Manufacturing
jobs began to move out of developed nations , those nations with the industrial-
ization, transportation, and business facilities for advanced production of manu-
factured goods. The jobs moved to emerg in g nations , those in the process of
becoming industrialized. Emerging nations became prime locations for new man-
ufacturing operations. Some economists believe these areas were chosen because
TAKING NOTES
Categorizing Use a web
diagram to identify the
forces that have shaped
the global economy.
Global Interdependence 1075
they had many eager workers whose skills fit manufacturing-type jobs. Also, these
workers would work for less money than those in developed nations.
On the other hand, information industries that required better-educated workers
multiplied in the economies of developed nations. Thus the changes brought by
technology then changed the workplace of both developed and emerging nations.
Economic Globalization
Economies in different parts of the world have been linked for centuries through
trade and through national policies, such as colonialism. However, a true global econ-
omy did not begin to take shape until well into the second half of the 1800s. The
global economy includes all the financial interactions — among people, businesses,
and governments — that cross international borders. In recent decades, several factors
hastened the process of globalization. Huge cargo ships could inexpensively carry
enormous supplies of fuels and other goods from one part of the world to another.
Telephone and computer linkages made global financial transactions quick and easy.
In addition, multinational corporations developed around the world. A,
Multinational Corporations Companies that operate in a
number of different countries are called multinational or
transnational corporations. U.S. companies such as Exxon
Mobil, General Motors, and Ford; European companies
such as BP, DaimlerChrysler, and Royal Dutch/Shell; and
Japanese companies such as Toyota, Mitsubishi, and Mitsui
all became multinational giants.
All of these companies have established manufacturing
plants, offices, or stores in many countries. For their manu-
facturing plants, they select spots where the raw materials or
labor are cheapest. This enables them to produce compo-
nents of their products on different continents. They ship the
various components to another location to be assembled.
This level of economic integration allows such companies to
view the whole world as the market for their goods. Goods
or services are distributed throughout the world as if there
were no national boundaries.
Expanding Free Trade Opening up the world’s markets to
trade is a key aspect of globalization. In fact, a major goal of
globalization is free trade , or the elimination of trade barri-
ers, such as tariffs, among nations. This movement toward
free trade is not new. As early as 1947, nations began dis-
cussing ways to open trade. The result of these discussions
was the General Agreement on Tariffs and Trade (GATT).
Over the years, several meetings among the nations that
signed the GATT have brought about a general lowering of
protective tariffs and considerable expansion of free trade.
Since 1995, the World Trade Organization (WTO) has over-
seen the GATT to ensure that trade among nations flows as
smoothly and freely as possible.
Regional Trade Blocs A European organization set up in
1951 promoted tariff- free trade among member countries.
This experiment in economic cooperation was so successful
that six years later, a new organization, the European
Economic Community (EEC), was formed. Over time,
Multinational
Corporations, 2002
Based on a comparison of revenues with
GDP, some of the top multinationals
have economies bigger than those of
several countries.
MULTINATIONAL'S
REVENUE (in billions)
Exxon Mobil '
$205
General Motors -
$187
BP and Shell
$179
Ford _
$162
DaimlerChrysler
$141
Toyota -
$132
Mitsubishi
and Mitsui
$ 109 -
COUNTRY'S
GDP (in billions)
* Austria
$203
Norway
-$189
' Poland
$188
-Turkey
$183
‘Denmark
$175
- Greece
$133
- Finland
$131
* Portugal
$121
- South Africa
$104
Source: Forbes Magazine/\Nor\d Bank
SKILLBUILDER: Interpreting Graphs
1. Comparing Which has the larger
economy, Poland or Ford?
2. Clarifying Which multinationals have an
economy greater than that of South
Africa but smaller than that of Portugal?
Analyzing Causes
Aj What elements
helped to accelerate
the process of
globalization?
Vocabulary
tariff: a tax on
goods imported
from another
country
1076 Chapter 36
UNITED
KINGDOM
RUSSIA
KAZAKHSTAN
MONGOLIA
SOUTft KOREA
SYRIA
KUWAIT
~ ; f’ QA ™ R INDIA
I UNITED ARAB
' EMIRATES
ALGERIA
LIBYA
SAUDI
ARABIA
CAMEROON ■ J -J
GABON
! DEM.
RER
OFTHI
BRUNEI
IZANIA
mm
ANGOLA 1
AUSTRALIA
ISOTHO
CANADA
UNITED STATES ©
JAMAICA
^ HONDURAS
VENEZUELA
\ GUYANA
SURINAME
BRAZIL
PARAGUAY
IGUAY
World Trading Blocs, 2003
4« INTERACTIVE
-tk-M* —
IRELAND
40°N
ATLANTIC OCEAN
TAIWAN
PACIFIC
OCEAN
PHILIPPINES
GUATEMALANS pAi
EL SALVADOR /Z /
NICARAGUA /
COSTARICA eg
ECUADOR
PAPUA
NEW GUINEA
SINGAPORE
SEYCHELLES
^ INDIAN
ique OCEAN
MAURITIUS
CHILE
3.000 Miles
5.000 Kilometers
NEW
ZEALAND
PACIFIC
OCEAN
0° Equator
Andean Community (CAN)
Asia-Pacific Economic
Cooperation (APEC)
Association of Southeast
Asian Nations (ASEAN)
Central American Common
Market (CACM)
Caribbean Community and
Common Market (CARIC0M)
Commonwealth of Independent
States (CIS)
Council of Arab Economic Unity
(CAEU)
European Free Trade Association
(EFTA)
European Union (EU)
Group of Eight (G8)
Monetary and Economic
Community of Central Africa
(CEMAC)
North American Free Trade
Agreement (NAFTA)
Organization of the Petroleum
Exporting Countries (OPEC)
Southern Common Market
(MERCOSUR)
Southern African Development
Community (SADC)
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1. Location Which countries in OPEC are located outside of Southwest Asia?
2. Location To which world trade organizations does the United States belong ?
most of the other Western European countries joined the organization,
which has been known as the European Union (EU) since 1992. By 2007,
twenty-seven nations were EU members, and many had adopted the com-
mon European currency-the euro (symbol: €).
Through this economic unification, Europe began to exert a major
force in the world economy. The economic success of the EU inspired
countries in other regions to make trade agreements with each other. The
North American Free Trade Agreement (NAFTA), put into effect in 1994, called
for the gradual elimination of tariffs and trade restrictions among Canada, the
United States, and Mexico. Organizations in Asia, Africa, Latin America, and the
South Pacific have also created regional trade policies.
Globalization— For and Against In recent years, there has been considerable
debate on the impact of globalization. Supporters suggest that open, competitive
markets and the free flow of goods, services, technology, and investments benefit
all nations. Globalization, they argue, has resulted in a dramatic increase in the
standard of living across the world. Even some opponents agree that practically all
nations have seen some benefit from globalization. However, they note that the
developed nations have benefited the most. Other opponents charge that global-
ization has been a disaster for the poorest countries. They suggest that many poor
countries are worse off today than they were in the past. They argue that investment
practices, trade agreements, and aid packages must be designed to protect the
interests of the poorest nations.
Global Interdependence 1077
Analyzing Key Concepts
Globalization
Globalization can be described in broad terms as a process that makes something
worldwide in its reach or operation. Currently, globalization is most often used in
reference to the spread and diffusion of economic or cultural influences. The
graphics below focus on economic globalization. The first shows a global corpo-
ration. The second lists some arguments for and against economic globalization.
Global Corporation
SUPPLIES
Italy, South Korea,
Russia, Colombia
CORPORATE
HEADQUARTERS
Afi
RAW MATERIALS
U.S., Egypt, South
Africa, Canada
Manufacturing and Production Centers
u.s.
1 1
Japan
1 1
U.K.
I |
France
Mexico
Products and Services
Pharmaceuticals
I Communications
Equipment
Television
Networks
Fertilizers
Cell Phones
Defense
Contractors
Film Companies L
Laboratory
Equipment
I
Sales
Africa
H
Asia
M
Australia
Europe
i
North America
M
South America
Arguments for and Against Economic Globalization
For
Against
• promotes peace through trade
• creates conflict because of an
inherently unfair system
• raises the standard of living around
the world
• benefits developed nations
disproportionately
• creates jobs in emerging countries
• takes jobs from high-paid laborers
in developed countries
• promotes investment in less
developed countries
• benefits those who already have
money
• creates a sense of world community
• erodes local cultures
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on globalization, go to classzone.com
1078 Chapter 36
DATA FILE
INTERNATIONAL
REGULATION
Many countries have joined
international organizations to
help regulate and stimulate
the global economy. Such
groups face the same criticisms
against globalization in general.
World Trade Organization
(WTO)
• Stated goal: "Help trade
flow smoothly, freely, fairly,
and predictably"
• 146 member nations;
around 30 nations
negotiating for admission
(193 countries in the world)
• WTO members account
for over 97 percent of
world trade.
International Monetary Fund
(IMF)
• Stated goal: "Promote
international monetary
cooperation; to foster
economic growth and
high levels of employment;
and to provide temporary
financial assistance to
countries"
• 184 member countries
• In March 2003, IMF total
resources were around
$300 billion.
The World Bank Group
• Stated goal: "A world
free of poverty"
• 184 member countries
• In 2002, this group
provided $19.5 billion to
emerging countries.
Connect to Today
1. Making Inferences How are money
and culture related to each other
when discussing globalization?
^ See Skillbuilder Handbook, page RIO.
2. Making Predictions Will global-
ization continue or will another
process replace it? Why or why not?
Impact of Global Development
The development of the global economy has had a notable impact on the use of
energy and other resources. Worldwide demand for these resources has led to both
political and environmental problems.
Political Impacts Manufacturing requires the processing of raw materials. Trade
requires the transport of finished goods. These activities, essential for development,
require the use of much energy. For the past 50 years, one of the main sources of
energy used by developed and emerging nations has been oil. For nations with
little of this resource available in their own land, disruption of the distribution of
oil causes economic and political problems.
On the other hand, nations possessing oil reserves have the power to affect eco-
nomic and political situations in countries all over the world. For example, in the
1970s the Organization of Petroleum Exporting Countries (OPEC) declared an oil
embargo — a restriction of trade. This contributed to a significant economic decline
in many developed nations during that decade.
In 1990, Iraq invaded Kuwait and seized the Kuwaiti oil fields. Fears began to
mount that Iraq would also invade Saudi Arabia, another major source of oil. This
would have put most of the world’s petroleum supplies under Iraqi control. Economic
sanctions imposed by the UN failed to persuade Iraq to withdraw from Kuwait. Then,
in early 1991, a coalition of some 39 nations declared war on Iraq. After several
weeks of fighting, the Iraqis left Kuwait and accepted a cease-fire. This Persian Gulf
War showed the extent to which the economies of nations are globally linked.
Environmental Impacts Economic development has had a major impact on the
environment. The burning of coal and oil as an energy source releases carbon
dioxide into the atmosphere, causing health-damaging air pollution and acid
rain. The buildup of carbon dioxide in the atmosphere also has contributed to
global warming.
The release of chemicals called chlorofluorocarbons (CFCs), used in refrigera-
tors, air conditioners, and manufacturing processes, has destroyed ozone in Earth’s
upper atmosphere. The ozone layer is our main protection against the Sun’s dam-
aging ultraviolet rays. With the increase in ultraviolet radiation reaching Earth’s
surface, the incidence of skin cancer continues to rise in many parts of the world.
Increased ultraviolet radiation also may result in damage to populations of plants
and plankton at the bases of the food chains, which sustain all life on Earth.
v During the
1991 Persian Gulf
War, the Iraqis
set hundreds of
Kuwaiti oil wells
ablaze. Smoke from
these fires clouded
the skies more than
250 miles away.
Ozone Levels
A large area of the ozone layer has
become much thinner in recent years.
Economic development has also led to problems with the
land. Large-scale soil erosion is a worldwide problem due to
damaging farming techniques. The habitat destruction that
comes from land development has also led to shrinking
numbers of wildlife around the world. At present, the
extinction rate of plants and animals is about a thousand
times greater than it would naturally be, and appears to be
increasing. This high extinction rate means that certain
species can no longer serve as an economic resource. The
resulting loss of wildlife could endanger complex and life-
sustaining processes that keep Earth in balance.
"Sustainable Growth" Working together, economists and
scientists are looking for ways to reduce the negative effect
that development has on the environment. Their goal is to
manage development so that growth can occur, but without
destroying air, water, and land resources. The concept is
sometimes called “green growth.” Many people feel that the
negative impact of economic growth on the environment
will not be completely removed.
But “greener growth,” also known as sustainable growth ,
is possible. This involves two goals: meeting current eco-
nomic needs, while ensuring the preservation of the envi-
ronment and the conservation of resources for future
generations. Making such plans and putting them into prac-
tice have proved to be difficult. But many scientists believe
that meeting both goals is essential for the health of the
planet in the future. Because the economies of nations are
tied to their political climates, such development plans will
depend on the efforts of nations in both economic and
political areas. 6
MAIN IDEA
Clarifying
What is meant
by the term
sustainable growth ' ?
SECTION
40 )
ASSESSMENT
£4
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• developed nation • emerging nation • global economy • free trade • ozone layer • sustainable growth
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which of these forces do you
think has had the greatest
impact on the development
of a global economy?
Forces that shape
a global economy
3. Why are "knowledge workers"
becoming more important in
the developed nations?
4. What impact did the economic
success of the EU have on
other regions of the world?
5. How has global economic
development affected the
environment?
6. RECOGNIZING EFFECTS In what ways has technology
changed the workplace of people across the world?
7. ANALYZING MOTIVES Why might some nations favor
imposing tariffs on the imports of certain products?
8. SUPPORTING OPINIONS Do you think that sustainable
growth is possible? Why or why not?
9. WRITING ACTIVITY ECONOMICS | Make a survey of the
labels on class members' clothing and shoes. List the
countries in which these items were produced. Write a
short explanation of how the list illustrates the global
economy.
CONNECT TO TODAY
CREATING A POSTER
Recycling is an important aspect of sustainable growth. Create a poster
encouraging local businesses to recycle cans, paper products, and plastics.
1080 Chapter 36
Different Perspectives: Using Primary and Secondary Sources
H interactive
Economics and the Environment
Economists, politicians, and environmentalists came up with the concept of "sustainable
growth"— both economic development and environmental protection are considered when
producing a development plan for a nation. Some people see the relationship between
economics and the environment as strained and getting worse. Others view policies protecting
the environment as harmful to economies and ultimately harmful to the environment. The
selections below examine these different perspectives.
A> PRIMARY SOURCE
Lester R. Brown
Lester R. Brown is president of the Earth Policy Institute,
which researches how to attain an environmentally
sustainable economy and assesses current economic
programs around the world.
Most decisions taken in economic policy are made by
economic advisors. You can see this in the World Bank's
annual development reports where they see the environment
as a sub-sector of the economy. However, if you look at it as
a natural scientist or ecologist, you have to conclude that the
economy is a subset of the earth's ecosystem. . . .
Many of the problems that we face are the result of the
incompatibility of the economy with the ecosystem. The
relationship between the global economy, which has
expanded sixfold over the last half century, and the earth's
ecosystem is a very stressed one. The manifestations of this
stress are collapsing fisheries, falling water tables, shrinking
forests, expanding deserts, rising carbon dioxide levels, rising
temperatures, melting ice, dying coral reefs, and so forth. Not
only is this a stressed relationship but a deteriorating one.
B/ PRIMARY SOURCE
The Liberty Institute
The Liberty Institute is based in India and seeks to
strengthen individual rights, rule of law, limited
government, and free markets.
The market is the natural ally of the environment.
Environmental resources, like other economic resources can
be most efficiently allocated if these are brought under the
discipline of the marketplace. It is ironic . . . [that] rather than
creating a market for environmental resources, new
restrictions are being imposed on the economy in the name
of protecting the environment.
Environmental quality is like a value-added product that
becomes economically affordable and technologically viable
with economic growth. It is no paradox therefore that the
environment is much cleaner and safer in industrially
developed countries that adopted a more market-friendly
approach. . . .
The market allows the consumer to register his price
preference for a particular quality of product, including
environmental quality.
Cy POLITICAL CARTOON
Chris Madden
Educating through
humor, cartoonist Chris
Madden illustrates the
close connection between
the environment and
economics. A “ship of
fools” is a metaphor for
human weakness.
?
The ship of fools and the rocks of short-term
economic planning
Document-Based
QUESTIONS
1. Compare Sources A and B. Which
perspective do you support? Why?
2. In your own words, describe
the meaning of the cartoon in
Source C.
3. Research an environmental issue
facing your community and how
economics is a part of the debate.
Present your findings to the class.
1081
Global Security Issues
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
POWER AND AUTHORITY Since
1945, nations have used
collective security efforts to
solve problems.
Personal security of the people
of the world is tied to security
within and between nations.
• proliferation
• Universal
Declaration of
Human Rights
• gender
inequality
• AIDS
• refugee
• political dissent
SETTING THE STAGE World War II was one of history’s most devastating
conflicts. More than 55 million people died as a result of bombings, the
Holocaust, combat, starvation, and disease. Near the end of the war, one of
humankind’s most destructive weapons, the atomic bomb, killed more than
100,000 people in Hiroshima and Nagasaki in a matter of minutes. Perhaps
because of these horrors, world leaders look for ways to make the earth a safer,
more secure place to live.
TAKING NOTES
Categorizing Use a
chart to list collective
methods employed by
the world's nations to
increase global security.
tAethod
ExaMples
Form
Military
alliances
NATO,
SEATO,
Warsaw Pact
Issues of War and Peace
In the years after the end of World War II, the Cold War created new divisions
and tensions among the world’s nations. This uneasy situation potentially threat-
ened the economic, environmental, and personal security of people across the
world. So, nations began to work together to pursue collective security.
Nations Unite and Take Action Many nations consider that having a strong
military is important to their security. After World War II, nations banded
together to create military alliances. They formed the North Atlantic Treaty
Organization (NATO), the Southeast Asia Treaty Organization (SEATO), the
Warsaw Pact, and others. The member nations of each of these alliances gener-
ally pledged military aid for their common defense.
In addition to military alliances to increase their security, world leaders also
took steps to reduce the threat of war. The United Nations (UN) works in a vari-
ety of ways toward increasing collective global security.
Peacekeeping Activities One of the major aims of the UN is to promote world
peace. The UN provides a public forum, private meeting places, and skilled
mediators to help nations try to resolve conflicts at any stage of their develop-
ment. At the invitation of the warring parties, the UN also provides peacekeep-
ing forces. These forces are made up of soldiers from different nations. They
work to carry out peace agreements, monitor cease-fires, or put an end to fight-
ing to allow peace negotiations to go forward. They also help to move refugees,
deliver supplies, and operate hosptials.
As of June 2007, the UN had over 82,000 soldiers and police in 16 peace-
keeping forces around the world. Some forces, such as those in India, Pakistan,
and Cyprus, have been in place for decades.
1082 Chapter 36
Weapons of Mass Destruction
Nations have not only worked to
prevent and contain conflicts, they
also have forged treaties to limit the
manufacturing, testing, and trade of
weapons. The weapons of most con-
cern are those that cause mass
destruction. These include nuclear,
chemical, and biological weapons
that can kill thousands, even mil-
lions of people.
In 1968, many nations signed a
Nuclear Non-Proliferation Treaty to
help prevent the proliferation , or
spread, of nuclear weapons to other
nations. In the 1970s, the United
States and the Soviet Union signed
the Strategic Arms Limitation
Treaties. In the 1980s, both countries
talked about deactivating some of their nuclear weapons. Many nations also signed
treaties promising not to produce biological or chemical weapons.
War in Iraq Other nations, however, have tried to develop weapons of mass
destruction (WMD). Iraq, for example, used chemical weapons in conflicts during
the 1980s. Many people suspected that the Iraqi leader, Saddam Hussein, had plans
to develop biological and nuclear weapons too. As part of the cease-fire arrange-
ments in the Persian Gulf War, Iraq agreed to destroy its weapons of mass destruc-
tion. UN inspectors were sent to monitor this disarmament process. However, in
1998, the Iraqis ordered the inspectors to leave.
In 2002, analysts once again suspected that Hussein might be developing WMD.
UN weapons inspectors returned, but Hussein seemed reluctant to cooperate. U.S.
President George Bush argued that Hussein might be close to building powerful
weapons to use against the United States or its allies. In March 2003, Bush ordered
American troops to invade Iraq. Troops from Great Britain and other countries sup-
ported the attack. After four weeks of fighting, Hussein’s government fell.
However, violence in Iraq continued. Factions of Iraqis battled one another for
power in the new government. Iraqis angered by the presence of foreign troops in
their country fought American soldiers. By mid-2005, many thousands of Iraqis
and over 1,800 Americans had been killed. No WMD had been found.
a in central
Baghdad, a U.S.
Marine watches as
a statue of Saddam
Hussein is pulled
down.
Ethnic and Religious Conflicts Some conflicts among people of different ethnic
or religious groups have roots centuries old. Such conflicts include those between
Protestants and Catholics in Ireland, between Palestinians and Israelis in the
Middle East, and among Serbs, Bosnians, and Croats in southeastern Europe.
These conflicts have led to terrible violence. The Kurds of southwest Asia have
also been the victims of such violence. For decades, Kurds have wanted their own
country. But their traditional lands cross the borders of three countries — Turkey,
Iran, and Iraq. In the past, the Turks responded to Kurdish nationalism by forbid-
ding Kurds to speak their native language. The Iranians also persecuted the Kurds,
attacking them over religious issues. In the late 1980s, the Iraqis dropped poison
gas on the Kurds, killing 5,000. Several international organizations, including the
UN, worked to end the human rights abuses inflicted upon the Kurds.
Global Interdependence 1 083
Human Rights Issues
In 1948, the UN issued the Universal Declaration of Human Rights, which set
human rights standards for all nations. It stated that “All human beings are born
free and equal in dignity and rights. . . . Everyone has the right to life, liberty, and
security of person.” The declaration further listed specific rights that all human
beings should have. Later, in the Helsinki Accords of 1975, the UN addressed the
issues of freedom of movement and freedom to publish and exchange information.
Both the declaration and the accords are nonbinding. However, the sentiments
in these documents inspired many people around the world. They made a commit-
ment to ensuring that basic human rights are respected. The UN and other interna-
tional agencies, such as Amnesty International, identify and publicize human rights
violations. They also encourage people to work toward a world in which liberty and
justice are guaranteed for all.
Continuing Rights Violations Despite the best efforts of various human rights
organizations, protecting human rights remains an uphill battle. Serious violations
of fundamental rights continue to occur around the world.
One type of violation occurs when governments try to
stamp out political dissent , or the difference of opinion
over political issues. In many countries around the world,
from Cuba to Iran to Myanmar, individuals and groups have
been persecuted for holding political views that differ from
those of the people in power. In some countries, ethnic or
racial hatreds lead to human rights abuses. In Sudan’s west-
ern province of Dafur, for example, militias and government
forces have been accused of genocide. The situation has cre-
ated hundreds of thousands of refugees and led to the deaths
of 200,000. 4/
Women's Status Improves In the past, when women in
Western nations entered the work force, they often faced
discrimination in employment and salary. In non- Western
countries, many women not only faced discrimination in
jobs, they were denied access to education. In regions torn
by war or ethnic conflict, they were often victims of vio-
lence and abuse. As women suffered, so too did their family
members, especially children.
However, in the 1970s, a heightened awareness of human
rights encouraged women in many countries to work to
improve their lives. They pushed for new laws and govern-
ment policies that gave them greater equality. In 1975, the
UN held the first of several international conferences on
women’s status in the world. The fourth conference was
held in Beijing, China, in 1995. It addressed such issues as
preventing violence against women and empowering
women to take leadership roles in politics and in business.
In 2005, the UN reviewed the status of women. Its report,
titled Progress of the Worlds Women 2000, found that
women had made notable gains in many parts of the world,
especially in the areas of education and work. Even so, the
report concluded that gender inequality — the difference
between men and women in terms of wealth and status —
still very much existed.
History Makers
Mother Teresa 1910-1997
Mother Teresa was one of the great
champions of human rights for all
people. Born Agnes Gonxha Bojaxhiu
in what today is Macedonia, Mother
Teresa joined a convent in Ireland at
the age of 18. A short time later, she
headed to India to teach at a girls'
school. Over time, she noticed many
sick and homeless people in the
streets. She soon vowed to devote
her life to helping India's poor.
In 1948, she established the Order
of the Missionaries of Charity in
Calcutta, which committed itself to
serving the sick, needy, and
unfortunate. In recognition of her
commitment to the downtrodden,
Mother Teresa received the Nobel
Peace Prize in 1979.
INTEGRATED TECHNOLOGY
RESEARCH LINKS For more on
Mother Teresa, go to classzone.com
Vocabulary
A nonbinding
agreement means
that a nation does
not suffer a penalty
if it does not meet
the terms of the
declaration.
MAIN IDEA
Analyzing Issues
4/ What responsi-
bilities do nations
have for protecting
human rights in
other countries?
1084 Chapter 36
EASTERN EUROPE
& CENTRAL ASIA
REST OF ASIA
& PACIFIC
World AIDS Situation, 2002
CARIBBEAN
m
4 = 500,000 people living
A with HIV/AIDS
A = 50,000 people newly
A infected with HIV in 2002
A =30,000 deaths from
A AIDS in 2002
Source: UNAIDS/WHO, 2002
t/ ~
WESTERN
EUROPE
NORTH AFRICA , r
& MIDDLE EAST
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1 . Region Which region is confronted by the greatest challenge from the
AIDS epidemic ?
2. Region Which region had the greatest number of new HIV infections
in 2002, Latin America or Eastern Europe and Central Asia?
Health Issues
In recent decades, the enjoyment of a decent standard of health has become recog-
nized as a basic human right. However, for much of the world, poor health is the
norm. World health faced a major threat in 2003, with the outbreak of severe acute
respiratory syndrome (SARS). This pneumonia-like disease emerged in China and
spread worldwide. Afraid of infection, many people canceled travel to Asia. The
resulting loss of business hurt Asian economies.
The AIDS Epidemic Perhaps the greatest global health issue is a disease known as
AIDS. or acquired immune deficiency syndrome. It attacks the immune system,
leaving sufferers open to deadly infections. The disease was first detected in the
early 1980s. Since that time, AIDS has claimed the lives of nearly 25 million peo-
ple worldwide. By 2007, there were almost 40 million people across the world liv-
ing with HIV (the virus that causes AIDS) or AIDS. And in 2006, 4.3 million
people were newly infected with HIV
While AIDS is a worldwide problem, Sub-Saharan Africa has suffered most
from the epidemic. About 63 percent of all persons infected with HIV live in this
region. And in 2005, on average as many as 6,500 people died of AIDS each day.
Most of the people dying are between the ages of 15 and 49 — the years when peo-
ple are at their most productive economically. AIDS, therefore, is reducing the
number of people available as workers, managers, and entrepreneurs. As a result,
economic growth is slowing in many countries in the region.
Since the ‘90s the world has made some progress in slowing the spread of AIDS.
In response to the devastating impact of the disease, the UN issued the Declaration
of Commitment on HIV/AIDS in 2001. This document set targets for halting the
spread of AIDS and provided guidelines on how countries could pool their efforts.
Global Interdependence 1 085
Population Movement
The global movement of people has increased dramati-
cally in recent years. This migration has taken place for
both negative and positive reasons.
Push-Pull Factors People often move because they feel
pushed out of their homelands. Lack of food due to
drought, natural disasters, and political oppression are
examples of push factors of migration. In 2005, the num-
ber of refugees — people who leave their country to
move to another to find safety — stood at 19.2 million.
Not only negative events push people to migrate.
Most people have strong connections to their home
countries and do not leave unless strong positive attrac-
tions pull them away. They hope for a better life for
themselves and for their children, and thus migrate to
developed nations. For example, hundreds of thousands
of people migrate from Africa to Europe and from
Latin America to the United States every year. B,
▲ Two Afghan girls
quietly wait for
food at a refugee
camp on the
Afghanistan-lran
border.
Effects of Migration Everyone has the right to leave his or her country. However,
the country to which a migrant wants to move may not accept that person. The
receiving country might have one policy about accepting refugees from political
situations, and another about migrants coming for economic reasons. Because of
the huge volume of people migrating from war-torn, famine- stricken, and polit-
ically unstable regions, millions of immigrants have no place to go. Crowded
into refugee camps, often under squalid conditions, these migrants face a very
uncertain future.
On the positive side, immigrants often are a valuable addition to their new coun-
try. They help offset labor shortages in a variety of industries. They bring experiences
and knowledge that can spur the economy. In addition, they contribute to the sharing,
shaping, and blending of a newly enriched culture.
MAIN IDEA
Analyzing Causes
5/ What push and
pull factors cause
people to migrate?
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• proliferation • Universal Declaration of Human Rights • political dissent • gender inequality • AIDS • refugee
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. What methods have resulted
in the greatest contribution
to global security? Why?
tActhod
Exa.MpJe,s
Form
MiJi-ta.ni
alliances
NATO,
StATO,
Warsaw Pact
3. What steps have nations taken
to control the proliferation of
weapons of mass destruction?
4. How has AIDS affected the
economy of Sub-Saharan
Africa?
5. What positive effects does
immigration have?
6. MAKING INFERENCES Why might nations want to retain
or develop an arsenal of nuclear, biological, and chemical
weapons?
7. IDENTIFYING PROBLEMS How are ethnic and religious
conflicts related to problems of global security?
8. RECOGNIZING EFFECTS How can individuals affect social
conditions around the world? Consider the example of
Mother Teresa when writing your answer.
9. WRITING ACTIVITY SCIENCE AND TECHNOLOGY 1 Write a
paragraph explaining how advances in science and
technology have increased threats to global security.
CONNECT TO TODAY
CREATING A DATABASE
Locate recent information on refugees around the world. Use your findings to create a
database of charts and graphs titled "The Global Refugee Situation."
1086 Chapter 36
>
Terrorism
Case Study: September 11, 2001
MAIN IDEA | WHY IT MATTERS NOW | TERMS & NAMES
POWER AND AUTHORITY
Terrorism threatens the safety of
people all over the world.
People and nations must work
together against the dangers
posed by terrorism.
• terrorism • Department of
• cyberterrorism Homeland
Security
• USA Patriot Act
SETTING THE STAGE Wars are not the only threat to international peace and
security. Terrorism , the use of violence against people or property to force
changes in societies or governments, strikes fear in the hearts of people every-
where. Recently, terrorist incidents have increased dramatically around the
world. Because terrorists often cross national borders to commit their acts or to
escape to countries friendly to their cause, most people consider terrorism an
international problem.
What Is Terrorism?
Terrorism is not new. Throughout history, individuals, small groups, and govern-
ments have used terror tactics to try to achieve political or social goals, whether
to bring down a government, eliminate opponents, or promote a cause. In recent
times, however, terrorism has changed.
Modern Terrorism Since the late 1960s, more than 14,000 terrorist attacks have
occurred worldwide. International terrorist groups have carried out increasingly
destructive, high-profile attacks to call attention to their goals and to gain major
media coverage. Many countries also face domestic terrorists who oppose their
governments’ policies or have special interests to promote.
The reasons for modern terrorism are many The traditional motives, such as
gaining independence, expelling foreigners, or changing society, still drive various
terrorist groups. These groups use violence to force concessions from their ene-
mies, usually the governments in power. But other kinds of terrorists, driven by
radical religious and cultural motives, began to emerge in the late 20th century
The goal of these terrorists is the destruction of what they consider the forces
of evil. This evil might be located in their own countries or in other parts of the
world. These terrorists are ready to use any kind of weapon to kill their enemies.
They are even willing to die to ensure the success of their attacks.
Terrorist Methods Terrorist acts involve violence. The weapons most frequently
used by terrorists are the bomb and the bullet. The targets of terrorist attacks often
are crowded places where people normally feel safe — subway stations, bus stops,
restaurants, or shopping malls, for example. Or terrorists might target something
that symbolizes what they are against, such as a government building
TAKING NOTES
Categorizing Use a chart
to note information
about the September 1 1
terrorist attacks and
other terrorist incidents
around the world.
W 'or Id T errorist
Incidents
September 1/ Attacks
Case Study 1087
▲ The sarin gas
attack in the Tokyo
subway in 1995 is
the most notorious
act of biochemical
terrorism.
or a religious site. Such targets are carefully
chosen in order to gain the most attention and to
achieve the highest level of intimidation.
Recently, some terrorist groups have used
biological and chemical agents in their attacks.
These actions involved the release of bacteria or
poisonous gases into the atmosphere. While
both biological and chemical attacks can inflict
terrible casualties, they are equally powerful in
generating great fear among the public. This
development in terrorism is particularly worri-
some, because biochemical agents are relatively
easy to acquire. Laboratories all over the world
use bacteria and viruses in the development of
new drugs. And the raw materials needed to
make some deadly chemical agents can be pur-
chased in many stores.
Cyberterrorism is another recent develop-
ment. This involves politically motivated attacks
on information systems, such as hacking into
computer networks or spreading computer
viruses. Experts suggest that as more govern-
ments and businesses switch to computers to
store data and run operations, the threat of
cyberterrorism will increase.
Responding to Terrorism Governments take various steps to stamp out terrorism.
Most adopt a very aggressive approach in tracking down and punishing terrorist
groups. This approach includes infiltrating the groups to gather information on
membership and future plans. It also includes striking back harshly after a terror-
ist attack, even to the point of assassinating known terrorist leaders.
Another approach governments use is to make it more difficult for terrorists to
act. This involves eliminating extremists’ sources of funds and persuading govern-
ments not to protect or support terrorist groups. It also involves tightening security
measures so as to reduce the targets vulnerable to attack.
MAIN IDEA
Analyzing Motives
kj Of what value
would gaining pub-
lic attention be to a
terrorist group?
Terrorism Around the World
The problem of modern international terrorism first came to world attention in a
shocking way during the 1972 Summer Olympic Games in Munich, Germany
(then West Germany). Members of a Palestinian terrorist group killed two Israeli
athletes and took nine others hostage, later killing them. Five of the terrorists and
a police officer were killed during a rescue attempt. Since then, few regions of the
world have been spared from terrorist attacks.
The Middle East Many terrorist organizations have roots in the Israeli-Palestinian
conflict over land in the Middle East. Groups such as the Palestine Islamic Jihad,
Hamas, and Hizballah have sought to prevent a peace settlement between Israel
and the Palestinians. They want a homeland for the Palestinians on their own terms,
deny Israel’s right to exist, and seek Israel’s destruction. In a continual cycle of vio-
lence, the Israelis retaliate after most terrorist attacks, and the terrorists strike
again. Moderates in the region believe that the only long-term solution is a com-
promise between Israel and the Palestinians over the issue of land. However, the
violence has continued with only an occasional break.
1088 Chapter 36
Europe Many countries in Europe have been targets of domestic terrorists who
oppose government policies. For example, for decades the mostly Catholic Irish
Republican Army (IRA) engaged in terrorist attacks against Britain because it
opposed British control of Northern Ireland. Since 1998, however, the British, the
IRA, and representatives of Northern Ireland’s Protestants have been negotiating a
peaceful solution to the situation. An agreement was reached in 2005.
Asia Afghanistan, in Southwest Asia, became a haven for international terrorists
after the Taliban came to power in 1996. (See Chapter 34.) In that year, Osama bin
Laden, a Saudi Arabian millionaire involved in terrorist activities, moved to
Afghanistan. There he began using mountain hideouts as a base of operations for
his global network of Muslim terrorists known as al-Qaeda.
Terrorist groups have arisen in East Asia, as well. One, known as Aum Shinrikyo
(“Supreme Truth”), is a religious cult that wants to control Japan. In 1995, cult
members released sarin, a deadly nerve gas, in subway stations in Tokyo. Twelve
people were killed and more than 5,700 injured. This attack brought global atten-
tion to the threat of biological and chemical agents as terrorist weapons.
Africa Civil unrest and regional wars were the root causes of most terrorist activ-
ity in Africa at the end of the 20th century. But al-Qaeda cells operated in many
African countries, and several major attacks against U.S. personnel and facilities in
Africa were linked to al-Qaeda. In 1998, for example, bombings at the U.S.
embassies in Kenya and Tanzania left over 200 dead and more than 5,000 people
injured. The United States responded to these attacks with missile strikes on sus-
pected terrorist facilities in Afghanistan and in Sudan, where bin Laden was based
from 1991 to 1996.
Latin America Narcoterrorism, or terrorism linked to drug trafficking, is a major
problem in Latin America, particularly in Colombia. The powerful groups that con-
trol that country’s narcotics trade have frequently turned to violence. The
Revolutionary Armed Forces of Colombia (FARC) is a left-wing guerrilla group
that has links with these drug traffickers. The FARC has attacked Colombian polit-
ical, military, and economic targets, as well as those with American ties.
MAIN IDEA
Analyzing Causes
& What are some
reasons for terror-
ism in various
regions of the
world?
Case Study: September 11, 2001
Attack on the United States
On the morning of September 11, 2001, 19 Arab terrorists hijacked four airliners
heading from East Coast airports to California. In a series of coordinated strikes,
the hijackers crashed two of the jets into the twin towers of the World Trade Center
in New York City and a third into the Pentagon outside Washington, D.C. The
fourth plane crashed in an empty field in Pennsylvania. Cj
The Destruction The planes, loaded with fuel, became destructive missiles when
they crashed into the World Trade Center and the Pentagon. The explosions and fires
so weakened the damaged skyscrapers that they crumbled to the ground less than
two hours after impact. The fire and raining debris caused nearby buildings to col-
lapse as well. The damage at the Pentagon, though extensive, was confined to one
section of the building.
The toll in human lives was great. About 3,000 people died in the attacks. All
passengers on the four planes were killed, as well as workers and visitors in the
World Trade Center and the Pentagon. The dead included more than 340 New York
City firefighters and 60 police officers who rushed to the scene to help and were
buried in the rubble when the skyscrapers collapsed.
The Impact of the Attack September 1 1 had a devastating impact on the way
Americans looked at life. Many reported feeling that everything had changed —
that life would never be the same. Before, Americans had viewed terrorism as
something that happened in other countries. Now they felt vulnerable and afraid.
This sense of vulnerability was underscored just a few days after September 11,
when terrorism struck the United States again. Letters containing spores of a bac-
terium that causes the disease anthrax were sent to people in the news media and
to members of Congress in Washington, D.C. Anthrax bacteria, when inhaled, can
MAIN IDEA
Making
Inferences
C, Why were the
specific targets of
the September 11
attacks selected by
the terrorists?
Destruction in New York City and the Pentagon j
1090 Chapter 36
damage the lungs and cause death. Five people who came in contact with spores
from the tainted letters died of inhalation anthrax. Two were postal workers.
Investigators did not find a link between the September 11 attacks and the
anthrax letters. Some of them believed that the letters might be the work of a lone
terrorist rather than an organized group. Regardless of who was responsible for the
anthrax scare, it caused incredible psychological damage. Many Americans were
now fearful of an everyday part of life — the mail.
a A hazardous
materials team
prepares to enter a
congressional
building during the
anthrax scare.
The United States Responds
Immediately after September 1 1, the United States called for an international effort
to combat terrorist groups. President George W. Bush declared, “This battle will
take time and resolve. But make no mistake about it: we will win.”
As a first step in this battle, the U.S. government organized a massive effort to
identify those responsible for the attacks. Officials concluded that Osama bin
Laden directed the terrorists. The effort to bring him to justice led the United States
to begin military action against Afghanistan in October, as you read in Chapter 34.
Antiterrorism Measures The federal government warned Americans that addi-
tional terrorist attacks were likely. It then took action to prevent such attacks. The
Department of Homeland Security was created in 2002 to coordinate national
efforts against terrorism. Antiterrorism measures included a search for terrorists in
the United States and the passage of antiterrorism laws.
The al-Qaeda network was able to carry out its terrorist attacks partly through the
use of “sleepers.” These are agents who move to a country, blend into a community,
and then, when directed, secretly prepare for and carry out terrorist acts. A search to
find any al-Qaeda terrorists who remained in the United States was begun. Officials
began detaining and questioning Arabs and other Muslims whose behavior was con-
sidered suspicious or who had violated immigration regulations.
Some critics charged that detaining these men was unfair to the innocent and
violated their civil rights. However, the government held that the actions were jus-
tified because the hijackers had been Arabs. The government further argued that it
was not unusual to curtail civil liberties during wartime in order to protect national
security. This argument was also used to justify a proposal to try some terrorist sus-
pects in military tribunals rather than in criminal courts. On October 26, 2001,
Case Study 1091
Gates D1-D10
Passengers Only
ID
1131
a Passengers wait
to go through a
security check at
La Guardia Airport
in New York.
President Bush signed an antiterrorism bill into law.
The law, known as the USA Patriot Act , allowed the
government to
• detain foreigners suspected of terrorism for seven
days without charging them with a crime
• tap all phones used by suspects and monitor their
e-mail and Internet use
• make search warrants valid across states
• order U.S. banks to investigate sources of large
foreign accounts
• prosecute terrorist crimes without any time
restrictions or limitations.
Again, critics warned that these measures allowed
the government to infringe on people’s civil rights.
Aviation Security The federal government also
increased its involvement in aviation security. The
Federal Aviation Administration (FAA) ordered air-
lines to install bars on cockpit doors to prevent pas-
sengers from gaining control of planes, as the
hijackers had done. Sky marshals — trained security officers — were assigned to fly on
planes, and National Guard troops began patrolling airports.
The Aviation and Transportation Security Act, which became law in November
2001, made airport security the responsibility of the federal government.
Previously, individual airports had been responsible. The law provided for a federal
security force that would inspect passengers and carry-on bags. It also required the
screening of checked baggage.
Airline and government officials debated these and other measures for making
air travel more secure. Major concerns were long delays at airports and respect
for passengers’ privacy. It has also become clear that public debate over security
measures will continue as long as the United States fights terrorism and tries to
balance national security with civil rights.
SECTION
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• terrorism • cyberterrorism • Department of Homeland Security • USA Patriot Act
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. How were the September 1 1
terrorist attacks unique? How
were they similar to other
terrorist incidents?
florid T errorist
Incidents
September II Attacks
3. How has terrorism changed in
recent years?
4. What methods do terrorists
use?
5. What steps did the United
States take in response to the
terrorist attacks of September
11 , 2001 ?
6. ANALYZING MOTIVES What might cause individuals to use
terror tactics to bring about change?
7. FORMING AND SUPPORTING OPINIONS Is it important for
the U.S. government to respect peoples' civil rights as it
wages a war against terrorism? Why or why not?
8. DRAWING CONCLUSIONS What do you think has been the
greatest impact of terrorism on American life?
9. WRITING ACTIVITY SCIENCE AND TECHNOLOGY Conduct
research to find information on how science and
technology are used to combat terrorism. Then write an
illustrated report titled "Science and Counterterrorism."
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY
Use the Internet to research terrorist incidents since the end of 2001.
Use your findings to create a time line titled "Recent Major
Terrorist Attacks."
INTERNET KEYWORD
terrorism
1092 Chapter 36
Cultures Blend in a Global Age
MAIN IDEA
WHY IT MATTERS NOW
TERMS & NAMES
CULTURAL INTERACTION
Globalization of culture has
• popular
• materialism
Technology has increased
changed the ways people live,
culture
contact among the world's
their perceptions, and their
people, changing their cultures.
interactions.
SETTING THE STAGE Since the beginnings of civilization, people have
blended ideas and ways of doing things from other cultures into their own cul-
ture. The same kind of cultural sharing and blending continues today. But,
because of advances in technology, it occurs at a much more rapid pace and over
much greater distances. Twenty-first-century technologies allow people from all
over the world to have increasing interaction with one another. Such contacts
promote widespread sharing of cultures.
Cultural Exchange Accelerates
Cultural elements that reflect a group’s common background and changing inter-
ests are called popular culture . Popular culture involves music, sports, movies,
clothing fashions, foods, and hobbies or leisure activities. Popular culture around
the world incorporates features from many different lands. Of all the technolo-
gies that contribute to such cultural sharing, television, movies, and other mass
media have been the most powerful.
Mass Media More people in the United States have televisions than telephones.
In fact, 99 percent of American households have at least one television set.
Ninety-one percent of the homes have video and DVD players. In Western
Europe, too, most households have one or more televisions. Access to television
is not so widespread in the emerging nations, but it is growing. Recent estimates
suggest that about half the population of the emerging world — some 2.5 billion
people — have regular access to a television set.
Television provides a window to the world through daily newscasts and docu-
mentaries. The speed at which television can present information helps create an up-
to-the-minute shared experience of global events. For example, in 2003, millions of
television viewers across the world watched the war in Iraq. Wars, natural disasters,
and political drama in faraway places have become a part of everyday life.
Television and other mass media, including radio and movies, are among the
world’s most popular forms of entertainment. Popular programs not only entertain
but also show how people in other parts of the world live and what they value.
Mass media is the major way popular culture spreads to all parts of the globe.
International Elements of Popular Culture The entertainment field, espe-
cially television, has a massive influence on popular culture. People from around
TAKING NOTES
Categorizing Use a
web diagram to identify
areas of popular culture
that have become
international in scope.
Global Interdependence 1 093
International Baseball
The sport of baseball is an example
of global popular culture. When
American missionaries and teachers
arrived in Japan in the 1870s, they
introduced the game of baseball.
Over the years the game gained
popularity there. Today, some Major
League teams have Japanese players
and several American players play
in the Japanese league.
Baseball spread to Mexico, Cuba,
Puerto Rico, Panama, and the
Dominican Republic in the late 19th
and early 20th centuries. Today
baseball is a popular game in these
and other Latin American countries.
And more than 25 percent of the
players in Major League Baseball
come from Latin America.
INTEGRATED TECHNOLOGY
INTERNET ACTIVITY Create a scrapbook
of foreign players in Major League
Baseball. Go to classzone.com for
your research.
the world are avid viewers of American TV programs. For
example, in Bhutan, a tiny country high in the Himalaya,
ESPN, HBO, Cartoon Network, and CNN are among the
most-watched channels. CNN truly is a global channel,
since it reaches more than 200 million households in over
200 countries.
Television broadcasts of sporting events provide a front-
row seat for sports fans all over the globe. Basketball and
soccer are among the most popular televised sports.
National Basketball Association (NBA) games are televised
in over 200 countries. In China, for example, broadcasts of
NBA games of the week regularly attract an audience in the
millions. One of the most-watched international sporting
events is the soccer World Cup. Over 715 million viewers
worldwide watched the 2006 World Cup Final.
Music is another aspect of popular culture that has
become international. As the equipment for listening to
music has become more portable, there are only a few
places in the world that do not have access to music from
other cultures. People from around the world dance to
reggae bands from the Caribbean, chant rap lyrics from
the United States, play air guitar to rowdy European
bands, and enjoy the fast drumming of Afropop tunes.
And the performers who create this music often gain
international fame. A,
MAIN IDEA
Recognizing
Effects
ft/ What effects
have television and
mass media had on
popular culture?
Global Impac-tv'Cultural Crossroads
"The King" ►
"Rock and roll music, if you like it and you feel it,
you just can't help but move to it. That's what
happens to me, I can't help it."— Elvis Presley,
called the "King of rock 'n' roll" by many.
Rock 'n' Roll
In the middle of the 1950s, a new style
of music emerged on the American
scene. It was called rock ’n’ roll. The
music explored social and political
themes. Rock music, which seemed to
adults to reflect a youth rebellion, soon
became the dominant popular music for
young people across the world. As the
influence of rock music spread,
international artists added their own
traditions, instruments, and musical
styles to the mix called rock.
U2 ►
U2, led by singer Bono (right), is one of the
world's most popular and influential rock
bands. Over a career spanning more than
20 years, this Irish band has kept its music
vibrant and fresh by absorbing and rework-
ing all manner of musical styles. The band
has drawn on the blues, gospel, 1950s rock
'n' roll, 1960s protest songs, and hip-hop
to create a very distinctive kind of music.
1094 Chapter 36
World Culture Blends Many Influences
Greater access to the ideas and customs of different cultures often results in cul-
tural blending. As cultural ideas move with people among cultures, some beliefs
and habits seem to have a greater effect than others. In the 20th century, ideas from
the West have been very dominant in shaping cultures in many parts of the globe.
Westernizing Influences on Different Cultures Western domination of the
worldwide mass media helps explain the huge influence the West has on many dif-
ferent cultures today. However, heavy Western influence on the rest of the world’s
cultures is actually rooted in the 19th century. Western domination of areas all over
the globe left behind a legacy of Western customs and ideas. Western languages are
spoken throughout the world, mainly because of Europe’s history of colonization in
the Americas, Asia, and Africa.
Over the past 50 years, English has emerged as the premier international lan-
guage. English is spoken by about 500 million people as their first or second
language. Although more people speak Mandarin Chinese than English, English
speakers are more widely distributed. English is the most common language used
on the Internet and at international conferences. The language is used by scientists,
diplomats, doctors, and businesspeople around the world. The widespread use of
English is responsible, in part, for the emergence of a dynamic global culture.
Western influence can be seen in other aspects of popular culture. For example,
blue jeans are the clothes of choice of most of the world’s youth. Western business
suits are standard uniforms among many people. American- style hamburgers and
soft drinks can be purchased in many countries of the world. Mickey Mouse and
other Disney characters are almost universally recognized. Western influence also
has an effect on ways of thinking in other parts of the world. For example, people
The spread of American culture, including sports, fashion,
and fast food, has created an international culture recognizable in
all corners of the globe. In some cases American culture is simply
a powerful influence, as other societies blend American culture
with local customs. Cultural blending is evident even in America's
past. Symbols of American culture like baseball and hot dogs are
themselves the result of cross-cultural influences.
^ "World Pop"
Youssou N'Dour, a singer from the West African country of
Senegal, blends traditional African styles with American rock to
create a new form that has been called "world-pop fusion."
Connect to Today
1. Making Inferences How have
improvements in technology and
global communications aided in the
blending of musical styles?
See Skillbuilder Handbook, page-RlO.
2. Creating Oral Presentations Find
out the global origins of such aspects
of American culture as rock 'n' roll
and baseball. Report your findings to
the class in an oral presentation.
▲ Kenzaburo Oe of Japan was awarded the Nobel
literature prize in 1994. Oe studied Western litera-
ture in college, and he has used Western literary
styles to tell stories about his personal life and the
myths and history of his country.
▲ South African writer Nadine Gordimer won the Nobel
Prize for Literature in 1991. Many of her novels and sto-
ries published prior to 1991 focused on the evils of the
apartheid system. As a result, much of her work was
censored or banned by the South African government.
from many different cultures have adopted materialism , the Western mindset of
placing a high value on acquiring material possessions.
Non-Western Influences Cultural ideas are not confined to moving only from
the West to other lands. Non- Western cultures also influence people in Europe and
the United States. From music and clothing styles to ideas about art and architec-
ture, to religious and ethical systems, non- Western ideas are incorporated into
Western life. And cultural blending of Western and non- Western elements opens
communications channels for the further exchange of ideas throughout the globe.
The Arts Become International Modern art, like popular culture, has become
increasingly international. Advances in transportation and technology have facili-
tated the sharing of ideas about art and the sharing of actual works of art. Shows and
museums throughout the world exhibit art of different styles and from different
places. It became possible to see art from other cultures that had not previously been
available to the public.
Literature, too, has become internationally appreciated. Well-known writers rou-
tinely have their works translated into dozens of languages, resulting in truly inter-
national audiences. The list of Nobel Prize winners in literature over the last 20 years
reflects a broad variety of nationalities, including Turkish, Egyptian, Mexican, South
African, West Indian, Japanese, Polish, Chinese, and Hungarian.
MAIN IDEA
Summarizing
§/ Name three
advances that allow
a greater sharing of
the arts.
Future Challenges and Hopes
Many people view with alarm the development of a global popular culture heavily
influenced by Western, and particularly American, ways of life. They fear that this
will result in the loss of their unique identity as a people or nation. As a result,
many countries have adopted policies that reserve television broadcast time for
national programming. For example, France requires that 40 percent of broadcast
time be set aside for French-produced programs. And in South Korea, the govern-
ment limits foreign programming to just 20 percent of broadcast time.
1096 Chapter 36
MAIN IDEA
Recognizing
Effects
y How do people
react against greater
global interdepen-
dence?
Some countries take a different approach to protecting cultural diversity in the
media. Television programmers take American shows and rework them according to
their own culture and traditions. As an Indian media researcher noted, “We really
want to see things our own way.” Other countries take more drastic steps to protect
their cultural identity. They strictly censor the mass media to keep unwanted ideas
from entering their nation.
Sometimes people respond to perceived threats to their culture by trying to return
to traditional ways. Cultural practices and rites of passage may receive even more
emphasis as a group tries to preserve its identity. In some countries, native groups
take an active role in preserving the traditional ways of life. For example, the Maori
in New Zealand have revived ancestral customs rather than face cultural extinction.
Many Maori cultural activities are conducted in a way that preserves Maori ways of
thinking and behaving. In 1987, the New Zealand government recognized the
importance of this trend by making the Maori language one of the country’s official
languages. £/
Global Interdependence Despite the fear and uncertainty accompanying global
interdependence, economic, political, and environmental issues do bring all
nations closer together. Nations have begun to recognize that they are dependent on
other nations and deeply affected by the actions of others far away. As elements of
everyday life and expressions of culture become more international in scope, people
across the world gain a sense of connectedness with people in other areas of the
world. For example, the response to the events of September 11, 2001, was interna-
tional in scope. People from around the world expressed their concern and support
for the United States. It was as if this act of terrorism had struck their own countries.
Throughout history, human beings have faced challenges to survive and to live
better. In the 21st century, these challenges will be faced by people who are in
increasing contact with one another. They have a greater stake in learning to live in
harmony together and with the physical planet. As Martin Luther King, Jr., stated,
“Our loyalties must transcend our race, our tribe, our class, and our nation; and this
means we must develop a world perspective.”
SECTION
ill
ASSESSMENT
TERMS & NAMES 1 . For each term or name, write a sentence explaining its significance.
• popular culture • materialism
USING YOUR NOTES
MAIN IDEAS
2. Which of the international
3. How do the mass media
popular culture aspects has
spread popular culture across
the greatest effect on your
the world?
life? Why?
4. Why do Western cultures tend
to dominate other cultures?
5. What steps have governments
and people taken to protect
popular culture
cultural diversity?
eg ' •
CRITICAL THINKING & WRITING
6. CLARIFYING Why are the mass media such an effective
means of transmitting culture?
7. RECOGNIZING EFFECTS Do you think that limiting the
amount of foreign television programming is an effective
way to protect cultural diversity? Why or why not?
8. FORMING AND SUPPORTING OPINIONS "Ethnocentrism-
the belief in the superiority of one's own ethnic group— has
taken hold in the world." Do you agree or disagree? Explain.
9. WRITING ACTIVITY CULTURAL INTERACTION 1 Write a letter to
a friend in another country describing the elements of
American popular culture they might appreciate.
CONNECT TO TODAY
CREATING A SCRAPBOOK
Study current newspapers and magazines to find pictures that show cultural blending.
Create a scrapbook of these pictures. Write captions explaining how each picture
illustrates cultural blending.
Global Interdependence 1 097
Chapter ^Assessment
TERMS & NAMES
For each term or name below, briefly explain its connection to
global interdependence from 1960 to the present.
1. Internet
2 . genetic engineering
3. global economy
4. free trade
5. political dissent
6 . refugee
7. terrorism
8 . USA Patriot Act
9. popular culture
10. materialism
Case Study: Terrorism Section 4 (pages 1087-1092)
17. What methods do terrorists employ?
18. How did the United States respond to the terrorist attacks
of September 1 1, 2001?
Cultures Blend in a Global Age Section 5 (pages 1093-1097)
19. Which technologies have had the most powerful impact on
cultural sharing?
20. Why have Western influences had a major impact all over
the world?
MAIN IDEAS
The Impact of Science and Technology Section l
(pages 1071-1074)
11 . In what ways have science and technology changed the
lives of people today?
12. What was the goal of the green revolution?
Global Economic Development Section 2
(pages 1075-1081)
13. How are a developed nation and an emerging nation
different?
14. What is the function of the World Trade Organization?
Global Security Issues Section 3 (pages 1082-1086)
15. What methods has the world community used to resolve
conflicts since World War II?
16. What efforts have been made to guarantee basic
human rights?
CRITICAL THINKING
1. USING YOUR NOTES
| SCIENCE AND TECHNOLOGY | Use the
diagram to show how advances in
science and technology have
changed lifestyles.
2. EVALUATING COURSES OF ACTION
| POWER AND AUTHORITY | How is the UN working to address the
unresolved problems of the world?
3. IDENTIFYING SOLUTIONS
| CULTURAL INTERACTION] Imagine you are the culture minister of
a small country. What steps would you take to ensure that your
country's cultural identity is protected? Explain why you think
these steps would be effective.
4. RECOGNIZING EFFECTS
| ECONOMICS How are individuals affected by the global economy?
Cause
Miniaturization of
computer parts
Expanded global
communication
Genetic research
Effect
VISUAL SUMMARY
Service industries grow in
developed nations.
Free trade expands world
markets.
Environmental challenges
continue.
Global Interdependence
Mass media spreads many
cultures.
Popular culture becomes
more international.
Global interdependence
awareness develops.
Space cooperation stretches
horizons.
Advanced communications
allow wider contact.
Inventions improve life
and health.
Terrorism and weapons of
mass destruction threaten
global security.
Nations take collective
security actions.
Human rights improve
worldwide.
Immigrants change cultures.
1098 Chapter 36
> STANDARDS-BASED ASSESSMENT
Use the passage, which was written by a German
journalist, and your knowledge of world history to answer
questions 1 and 2.
Additional Test Practice, pp. ST— S33
PRIMARY SOURCE
Imagine a roomful of 14-year-olds— from Germany, Japan,
Israel, Russia and Argentina. Obviously, they would all be
wearing Levi's and baseball caps. But how would they
relate to one another? They would communicate in
English, though haltingly and with heavy accents. About
what? . . . They would debate the merits of Nike versus
Converse, of Chameleon versus Netscape. Sure, they would
not discuss Herman Melville or George Gershwin, but
neither would they compare notes on Dante or Thomas
Mann. The point is that they would talk about icons and
images "made in the U.S.A."
JOSEF JOFFE, from "America the Inescapable"
1. Which statement best describes the main idea of the excerpt?
A. Many teenagers have little understanding of world literature.
B. American popular culture plays a major role in teenagers' lives.
C. All teenagers communicate in English.
D. Most teenagers wear American-made clothes.
2 . Which is the most likely way that teenagers in other countries
learn about American popular culture?
A. through the mass media
B. through discussions with their parents
C. through school textbooks
D. through Internet bulletin boards
Use the graph and your knowledge of world history to
answer question 3.
Number of Refugees, 1992—2002
3. Which statement best describes the overall trend shown in
this graph?
A. There has been a steady rise in the number of refugees.
B. The number of refugees has risen dramatically.
C. There has been a steady fall in the number of refugees.
D. The number of refugees has fallen dramatically.
INTEGRATED TECHNOLOGY
TEST PRACTICE Go to classzone.com
• Diagnostic tests • Strategies
• Tutorials • Additional practice
ALTERNATIVE ASSESSMENT
1. Interact with History
After reading Chapter 36, do you believe events in other
nations affect your life? Which kinds of events are more likely to
affect you in a very personal way? Create a survey about global
interdependence to ask students in your class or school.
Consider organizing your questions in four broad categories:
science and technology, economics, security, and culture.
2. |I\ WRITING ABOUT HISTORY
Use the Internet and library resources to find information on
SARS. Use your findings to write a brief report. Your report
should cover the following topics:
• where and when the disease emerged.
• possible causes and methods of prevention.
• statistics on the disease.
INTEGRATED TECHNOLOGY
NetExplorations: The Environment
Go to NetExplorations at classzone.com to learn more about
the environment and the dangers it faces. Working in a team
with three other students, find information on a recent
discovery concerning changes in the environment. Use your
findings to create the script for a 10-minute television news
segment on the discovery and its implications for everyday
life. The script should include
• a description and explanation of the discovery
• interviews on the subject with scientists, government
officials, and representatives of non-governmental
organizations
• references to locations, sound, and visuals
• a concluding statement on the overall significance of the
discovery and what, if anything, needs to be done about it
Global Interdependence 1 099
Five Developing Nations
Nation building is the creation of a state with a national identity. In Unit 8, you studied
many nations that emerged since World War II. Forming a politically and economically
stable country that safeguards basic human rights is a formidable task, especially in
places where the people have different ethnic or religious backgrounds and different
traditions and goals. To succeed, a new nation must forge a national identity. In the next
six pages, you will see how five countries are working to become developed nations.
■c
□
Independence 1948
The day after Israel's
Independence it was
invaded by six
neighboring st ates.
Six-Day War 1967
When the Egyptian military
moved to strike Israel, Israeli
forces attacked, destroying
airfields in Syria, Jordan,
Egypt, and Iraq. Israel won
the war in six days.
Pakistan-lndia split 1947 A
After riots in 1946 killed thousands of
Hindus and Muslims, the British agreed to
partition India. About one million people
were killed trying to move to one country
or the other.
War over Biafra 1967
The Ibos ethnic group tried to
secede and form a new nation
called Biafra. A bloody war
ensued
and the Ibos were defeated.
Independence 1960 A
Britain granted
independence to
Nigeria without
military struggle.
The new party 1946
In 1946, the Mexican Revolutionary Party became
the Institutional Revolutionary Party (PRI), which
ruled for the next fifty years. Although the PRI
promoted stability, it was politically corrupt.
Philippines
1945
1955
1965
1975
1
WSH
l
Independence 1946
On July 4, the United States
granted independence
to the Philippines.
Marcos elected 1965
After being elected president,
Ferdinand Marcos became an
authoritarian ruler and stole
money from the government. In
1972, he imposed martial law.
1100 Unit 8 Comparing & Contrasting
Skillbuilder Handbook
Refer to the Skillbuilder Handbook when you need help in answering Main Idea
questions or questions in Section Assessments and Chapter Assessments. In
addition, the handbook will help you answer questions about maps, charts, and graphs.
SECTION 1 : Reading Critically
1.1 Determining Main Ideas R2
1.2 Following Chronological Order R3
1.3 Clarifying; Summarizing R4
1.4 Identifying Problems and Solutions R5
1.5 Analyzing Causes and Recognizing Effects R6
1.6 Comparing and Contrasting R7
1.7 Distinguishing Fact from Opinion R8
SECTION 2: Higher-Order Critical Thinking
2.1 Categorizing R9
2.2 Making Inferences RIO
2.3 Drawing Conclusions R1 1
2.4 Developing Historical Perspective R12
2.5 Formulating Historical Questions R13
2.6 Making Predictions R14
2.7 Hypothesizing R1 5
2.8 Analyzing Motives R16
2.9 Analyzing Issues R17
2.10 Analyzing Bias R18
2.1 1 Evaluating Decisions and Courses of Action R19
2.12 Forming and Supporting Opinions R20
2.13 Synthesizing R21
SECTION 3: Exploring Evidence: Print, Visual, Technology Sources
3.1 Analyzing Primary and Secondary Sources R22
3.2 Visual, Audio, and Multimedia Sources R23
3.3 Using the Internet R24
3.4 Interpreting Maps R25
3.5 Interpreting Charts R27
3.6 Interpreting Graphs R28
3.7 Analyzing Political Cartoons R29
SECTION 4: Creating Presentations
4.1 Writing for Social Studies R30
4.2 Creating a Map R31
4.3 Creating Charts and Graphs R32
4.4 Creating and Using a Database R33
4.5 Creating a Model R34
4.6 Creating/Interpreting a Research Outline R35
4.7 Creating Oral Presentations R36
4.8 Creating Written Presentations R37
R1
Skillbuilder Handbook
Skillbuilder Handbook
1.1 Determining Main Ideas
The MAIN IDEA is a statement that sums up the most important point of a paragraph,
a passage, an article, or a speech. Determining the main idea will increase your
understanding as you read about historic events, people, and places. Main ideas are
supported by details and examples.
Understanding the Skill
STRATEGY: IDENTIFY THE TOPIC. To find the main idea of a passage, first identify the
topic. Then, as you read, define the central idea about the topic that the many details
explain or support. The following passage contains information about the Renaissance.
The diagram organizes the information to help you determine the main idea.
o
©
©
Identify the topic by first
looking at the title or subtitle.
This title suggests a quick way
to identify the topic by looking
for the name of the Renaissance
woman, Isabella d'Este.
Look at the beginning and
ending sentences of each
paragraph for possible clues
to the main idea.
Read the entire passage.
Look for details about the
topic. What central idea do
they explain or support?
© A Renaissance Wonnan
Isabella d'Este was a woman who lived during the Renaissance. This historic period produced
the ideal, or "universal," man— one who excelled in many fields. The concept of universal excellence
applied almost exclusively to men. ©Yet a few women managed to succeed in exercising power.
© Isabella d'Este was one such woman. Born into the ruling family of the city-state of Ferrara, she
married the ruler of Mantua, another city-state. Isabella brought many Renaissance artists to her court
and acquired an art collection that was famous throughout Europe. She was also skilled in politics.!
When her husband was taken captive in war, Isabella defended Mantua and won his release.
Symbols and Visual Details Significance Message
sbhb-annos. sbhb-annos light. • Stars and stripes • United States
STRATEGY: MAKE A DIAGRAM. list the supportigg^toik i n a
chart. Use the information you records ,b&lp you state the main idea*^
T he United States and the
Soviet Union are trying to
prevent their differences
Think how each detail
supports the main idea.
• Doth nations hold the scissors
' C ooperat ion
from destroying the world.
Dorn into a
ruling family . ;
nnarried into
another.
brought
artists to
her court.
Acquired
an innpor-
tant art
collection.
Skilled in
politics.
Defended
Mantua in
wartinne.
Won her
captive
husband's
release.
Main Idea - Isabella
d'f-ste was a powerful
Renaissance wonnan.
Applying the Skill
MAKE YOUR OWN DIAGRAM. Turn to Chapter 19, page 530. Read “Technology
Makes Exploration Possible.” Make a diagram, like the one above, to identify the
topic, the most important details, and the main idea of the passage.
R2 Skillbuilder Handbook
1 .2 Following Chronological Order
CHRONOLOGICAL ORDER is the order in which events happen in time. Historians
need to figure out the order in which things happened to get an accurate sense of the
relationships among events. As you read history, figure out the sequence, or time
order, of events.
Understanding the Skill
STRATEGY: LOOK FOR TIME CLUES. The following paragraph is about the rulers of
England after the death of Henry VIII. Notice how the time line that follows puts the
events in chronological order.
O Look for clue words about
time. These are words like first ;
initial, next, then, before, after,
followed, finally, and by that time.
0 Use specific dates provided
in the text.
0 Watch for references to pre-
vious historical events that are
included in the background.
STRATEGY: MAKE A TIME LINE.
If the events are complex,
make a time line of them.
Write the dates below the line
and the events above the line.
Applying the Skill
MAKE YOUR OWN TIME LINE. Skim Chapter 35, Section 4, “Changes in Central
and Eastern Europe,” to find out about the spread of democracy in parts of Europe
controlled by the former Soviet Union. List the important dates and events. Start with
the demonstrations in East Germany in October 1989, include events in Czechoslovakia
and Romania, and end with reunification of Germany in October of 1990. Decide on
a scale for your time line. Show the important dates below the line and write what
happened on each date above the line.
Jr T
£
yQ /
xh
/ /
\v°
NpP
/ /
/
$
t-
(/ £
/ /
/ ^
/ /
/
$ /
<?/
A
./ /
/V
1 1 1 1 1 1 1 1 1 1 1 1 1
.A jA) $ J&
A
jJSf
/ft) /$• M ,jo
A
/ if if #
t
r f / 1
# ^
Henry's Children Rule England
0 After the death of Henry VIII in 01 547, each of his three children eventually ruled. This created
religious turmoil. Edward VI became king at age nine and ruled only six years. During his reign, the
Protestants gained power. Edward's half-sister Mary ©followed him to the throne. She was a Catholic
who returned the English Church to the rule of the pope. Mary had many Protestants killed. England's
0 next ruler was Anne Boleyn's daughter, Elizabeth. After inheriting the throne in 1 558, Elizabeth I
returned her kingdom to Protestantism. In 0 1 559 Parliament followed Elizabeth's 0 request and
set up a national church much like the one under Henry VIII.
Skillbuilder Handbook R3
Skillbuilder Handbook
Skillbuilder Handbook
1 .3 Clarifying; Summarizing
CLARIFYING means making clear and fully understanding what you read. One way to
do this is by asking yourself questions about the material. In your answers, restate in
your own words what you have read.
SUMMARIZING means condensing what you read into fewer words. You state only
the main ideas and the most important details. In your own words, reduce the
paragraph or section into a brief report of its general ideas.
Understanding the Skill
STRATEGY: UNDERSTAND AND CONDENSE THE TEXT. The passage below tells about
trade in West Africa between 300 and 1600. Following the description is a summary
that condenses and also clarifies the key information.
© Summarize: Look for topic
sentences stating the main
idea. These are often at the
beginning of a section or para-
graph. Restate each main idea
briefly.
© Clarify: Look up words or
concepts you don't know.
© Summarize: Include key
facts and statistics. Watch
for numbers, dates, quantities,
percentages, and facts.
0 Clarify: Make sure you under-
stand. Ask yourself questions
and answer them. For example,
who's carrying what?
STRATEGY: FIND AND CLEARLY RESTATE THE MAIN IDEA.
MAIN )DtA
Gold and salt were traded in West Africa.
STRATEGY: WRITE A SUMMARY.
Clarify and Summarize:
Write a summary to clarify
your understanding of the
main ideas.
Applying the Skill
CLARIFY AND WRITE YOUR OWN SUMMARY. Turn to Chapter 30, pages 874-876,
and read “A Government of Total Control.” Note the main ideas. Look up any words
you don’t recognize. Then write a summary of the section. Condense the section in
your own words.
SuMMarij
T rade in West Africa was based on qold froM the south and salt from the north. Gold
was Mined in the forest regions. T wo thirds of all the world's qold supply caMe from
West Africa. Salt caMe froM the desert. Arab traders Met with African traders at
trade centers such as T iMbuktu.
West African Trade
©The wealth of the savanna empires was based on trade in two precious commodities, gold
and salt. The gold came from a forest region south of the ©savanna between the Niger and Senegal
rivers. Working in utmost secrecy, miners dug gold from shafts as much as 1 00 feet deep or sifted it
from fast-moving streams.© Until about 1 350, at least two thirds of the world's supply of gold came
from West Africa.
Although rich in gold, the savanna and forest areas lacked salt, a material essential to human life.
In contrast, the © Sahara contained abundant deposits of salt. Arab traders, eager to obtain West Afri-
can gold, carried salt across the Sahara by camel caravan. After a long journey, they reached the mar-
ket towns of the savanna. © Meanwhile, the other traders brought gold north from the forest region.
The two sets of merchants met in trading centers such as Timbuktu. Royal officials made sure that all
traders weighed goods fairly and did business according to law.
R4 Skillbuilder Handbook
1 .4 Identifying Problems and Solutions
IDENTIFYING PROBLEMS means finding and understanding the difficulties faced by
a particular group of people at a certain time. Noticing how the people solved their
problems is IDENTIFYING SOLUTIONS. Checking further to see how well those
solutions worked is identifying outcomes.
Understanding the Skill
STRATEGY: LOOK FOR PROBLEMS AND SOLUTIONS. The passage below summarizes
some economic problems facing Latin American nations during the early 20th century.
© Look for implied problems.
Problems may be suggested indi-
rectly. This sentence suggests that
a serious problem in Latin America
was the uneven division of wealth.
© Look for problems people face.
0 Look for solutions people tried
to deal with each problem.
© Check outcomes to the
solutions. See how well the
solutions worked. Sometimes
the solution to one problem
caused another problem.
STRATEGY: MAKE A CHART.
Summarize the problems and
solutions in a chart. Identify
the problem or problems and the
steps taken to solve them. Look
for the short- and long-term
effects of the solutions.
Applying the Skill
MAKE YOUR OWN CHART. Turn to Chapter 31 and read “Postwar Europe” on
page 904. Make a chart that lists the problems Germany faced after World War I.
List the solutions that were tried and whatever outcomes are mentioned.
Problems
Solutions
Outcomes
A few wealthy people
owned most of the, land.
L-and reform programs
divided large estates into
smaller plots.
Peasants were given land,
and communal farms were
set up.
Inefficient farming resulted
in slow economic development.
Peasants lacked equipment,
Governments would have to
Not stated.
resources, skills.
assist with loans and
instruction.
Land Reform In Latin America
In Latin America, concentration of productive land in the hands of a ©few created extremes of
wealth and poverty. Poor peasants had no choice but to work large estates owned by a few wealthy
families. Landlords had no reason to invest in expensive farm machinery when labor was so cheap.
© Farming methods were inefficient and economic development was slow.
As Latin American nations began to modernize in the 20th century, land ownership became
a political issue. In response, a handful of countries began land reform programs. These programs
©divided large estates into smaller plots. Small plots of land were in turn distributed to farm families
or granted to villages for communal farming. However, just turning over the land to the landless was
not enough.© Peasant farmers needed instruction, seeds, equipment, and credit. If the land and the
people were to be productive, governments would have to provide assistance to the peasants.
Skillbuilder Handbook R5
Skillbuilder Handbook
Skillbuilder Handbook
1 .5 Analyzing Causes and Recognizing Effects
CAUSES are the events, conditions, and other reasons that lead to an event. Causes
happen before the event in time; they explain why it happened. EFFECTS are the
results or consequences of the event. One effect often becomes the cause of other
effects, resulting in a chain of events. Causes and effects can be both short-term and
long-term. Examining CAUSE-AND-EFFECT RELATIONSHIPS helps historians see
how events are related and why they took place.
Understanding the Skill
STRATEGY: KEEP TRACK OF CAUSES AND EFFECTS AS YOU READ. The passage
below describes events leading to the rise of feudalism in Japan. The diagram that
follows summarizes the chain of causes and effects.
Feudalism Comes to Japan
For most of the Heian period, the rich Fujiwara family held the real power in Japan. Members
of this family held many influential posts. By about the middle of the 1 1th century, the power of
the central government and the Fujiwaras began to slip. This was ©due j n part to court families'
greater interest in luxury and artistic pursuits than in governing.
© Since the central government was weak, (a) large landowners living away from the capital set
up private armies.© As a result, (b)the countryside became lawless and dangerous. Armed soldiers
on horseback preyed on farmers and travelers, while pirates took control of the seas, (c) For safety,
farmers and small landowners traded parts of their land to strong warlords in exchange for protection.
©Because the lords had more land, the lords gained more power. This marked the beginning of a
feudal system of localized rule like that of ancient China and medieval Europe.
I his begins a chain ot causes
and effects.
STRATEGY: MAKE A CAUSE-AND-EFFECT DIAGRAM.
Summarize cause-and-effect
relationships in a diagram.
Starting with the first cause in a
series, fill in the boxes until you
reach the end result.
Applying the Skill
MAKE YOUR OWN CAUSE-AND-EFFECT DIAGRAM. Turn to Chapter 28, pages
823-825. Read “Juarez and La Reforma ” and make notes about the causes and
effects of Juarez’s reform movement in Mexico. Make a diagram, like the one
shown above, to summarize the information you find.
Cause, — ►
£ffe,ct/ Cause, — >
£ffe,ct/ Cause, ►
Effect
Ruling families
Weak central
• landowners set
Feudalism was
j
had little interest
in governing.
government was
unable to control
up private armies.
• Countryside
established in Japan.
the land.
became dangerous.
j
• Farmers traded
land For safety
under warlords.
O Causes: Look for clue words
that show cause. These include
because >, due to, since, and
therefore.
© Look for multiple causes and
multiple effects. The weakness of
the central government caused the
three effects (a,b,c) shown here.
© Effects: Look for results or
consequences. Sometimes these
are indicated by clue words such
as brought about ; led to, as a
result ; and consequently.
© Notice that an effect may be
the cause of another event.
R6 Skillbuilder Handbook
1 .6 Comparing and Contrasting
Historians compare and contrast events, personalities, ideas, behaviors, beliefs, and
institutions in order to understand them thoroughly. COMPARING involves finding
both similarities and differences between two or more things. CONTRASTING means
examining only the differences between them.
Understanding the Skill
STRATEGY: LOOK FOR SIMILARITIES AND DIFFERENCES. The following passage
describes life in the ancient Greek city-states of Sparta and Athens. The Venn diagram
below shows some of the similarities and differences between the two city-states.
© Compare: Look for features
that two subjects have in
common. Here you learn that
both Athens and Sparta started
out as farming communities.
© Compare: Look for clue
words indicating that two
things are alike. Clue words
include all, both, like, as,
likewise, and similarly.
© Contrast: Look for clue
words that show how two
things differ. Clue words
include unlike, by contrast,
however, except ; different ;
and on the other hand.
© Contrast: Look for ways in which two things are different.
Here you learn that Athens and Sparta had different values.
STRATEGY: MAKE A VENN DIAGRAM.
Compare and Contrast:
Summarize similarities and
differences in a Venn diagram.
In the overlapping area, list
characteristics shared by both
subjects. Then, in one oval list the
characteristics of one subject not
shared by the other. In the other
oval, list unshared characteristics
of the second subject.
Applying the Skill
MAKE YOUR OWN VENN DIAGRAM. Turn to Chapter 20, pages 564-565, and read
the section called “Native Americans Respond.” Make a Venn diagram comparing and
contrasting Dutch and English colonists’ relations with Native Americans.
/ Athens Only
, both \
Sparta On!y\
/ Economy: moved from
/ L anouaqe: Greek \
Economy: remained \
/ farmina to trade
farmino community \
1 Religion- same \
J / \
Government:
1 Government: military
\ democracy '
l Slavery: in both j
J '
f dictatorship j
v
\ Values: beauty,
\ Economy: began as /
Values: duty, /
\ x individuality,
\ far mi no communities /
strength, /
\ creativity
discipline y
Sparta and Athens
The Greek city-states developed separately but shared certain characteristics,© including language
and religion. Economically, all began as farming economies, and all except Sparta eventually moved to
trade. Politically,© all city-states, except for Sparta, evolved into early forms of democracies.
The leader in the movement to democracy was Athens. After a series of reforms, every Athenian
citizen was considered equal before the law. However, as in the other Greek city-states, only about
one fifth of the population were citizens. Slaves did much of the work, so Athenian citizens were free
to create works of art, architecture, and literature, including drama.
©' By contrast, Sparta lived in constant fear of revolts by helots, people who were held in slave-like
conditions to work the land. The city was set up as a military dictatorship, and Spartan men dedicated
their lives to the military.© In Sparta, duty, strength, and discipline were valued over beauty, individu-
ality, and creativity. As a result, Spartans created little art, architecture, or literature.
Skillbuilder Handbook R7
Skillbuilder Handbook
Skillbuilder Handbook
1 .7 Distinguishing Fact from Opinion
FACTS are events, dates, statistics, or statements that can be proved to be true. Facts
can be checked for accuracy. OPINIONS are judgments, beliefs, and feelings of the
writer or speaker.
Understanding the Skill
STRATEGY: FIND CLUES IN THE TEXT. The following excerpt tells about the uprising
of Jews in the Warsaw ghetto in 1943. The chart summarizes the facts and opinions.
0 Facts: Look for specific names,
dates, statistics, and state-
ments that can be proved.
The first two paragraphs provide
a factual account of the event.
0 Opinion: Look for assertions,
claims, hypotheses, and judg-
ments. Here Goebbels expresses
his opinion of the uprising and of
the Jews.
0 Opinion: Look for judgment
words that the writer uses
to describe the people and
events. Judgment words are
often adjectives that are used to
arouse a reader's emotions.
STRATEGY: MAKE A CHART.
Divide facts and opinions in a
chart. Summarize and separate
the facts from the opinions
expressed in a passage.
Applying the Skill
MAKE YOUR OWN CHART. Turn to Chapter 26, page 769. Find the Primary Source
from the Seneca Falls Convention. Make a chart in which you summarize the facts
in your own words, and list the opinions and judgments stated. Look carefully at the
language used in order to separate one from the other.
FACTS
OPINIONS
On April 19, I942>, Z,000 armed SS
troops attacked the Warsaw
C jo ebb els • T he uprising was a jest, but showed the
danger of letting Jews get hold of guns.
ghetto. Jewish fighters held out
for 40 days.
Author : )t is difficult to believe that Warsaw
Jews with their pathetic supply of arm were able
to defeat the powerful Naz^is.
The Warsaw Ghetto Uprising
With orders from Himmler to crush the Jews, 0 the Nazis attacked on April 1 9, 1 943, at the
start of the holiday of Passover. O Two thousand armed SS troops entered the ghetto, marching with
tanks, rifles, machine guns, and trailers full of ammunition. The Jewish fighters were in position— in
bunkers, in windows, on rooftops. 0 They had rifles and handguns, hand grenades and bombs that
they had made. And they let fly. . . .
Unbelievably, the Jews won the battle that day. The Germans were forced to retreat. . . . 0 The
Germans brought in more troops, and the fighting intensified. German pilots dropped bombs on
the ghetto. . . .
0On May 1, Goebbels [Nazi propaganda minister] wrote in his diary: "Of course this jest will
probably not last long." He added a complaint. "But it shows what one can expect of the Jews if
they have guns."
Goebbels' tone was mocking. But his forecast was inevitable— and correct. . . . Goebbels did not
record in his diary, when the uprising was over, that the0 starving Jews of the ghetto, with their
0 pathetic supply of arms, had held out against the German army for forty days, longer than Poland
or France had held out.
Source: A Nightmare in History, by Miriam Chaikin. (New York: Clarion Books, 1 987) pp. 77-78
R8 Skillbuilder Handbook
2.1 Categorizing
CATEGORIZING means organizing similar kinds of information into groups. Historians
categorize information to help them identify and understand historical patterns.
Understanding the Skill
STRATEGY: DECIDE WHAT INFORMATION NEEDS TO BE CATEGORIZED. The
following passage describes India’s Taj Mahal, a memorial built by a Mughal
ruler. As you read, look for facts and details that are closely related. Then choose
appropriate categories.
O Look at topic sentences for
clues to defining categories.
G Look at the type of informa-
tion each paragraph contains.
A paragraph often contains similar
kinds of information.
STRATEGY: MAKE A CHART.
G Add a title.
O Sort information into the
categories you have chosen.
G Make one column for each
category.
Applying the Skill
MAKE YOUR OWN CHART. Turn to Chapter 22, page 637. Read “New Artistic
Styles.” Decide what categories you will use to organize the information. Then make
a chart, like the one above, that organizes the information in the passage into the
categories you have chosen.
1
c
J L abor
Dimensions
Design features
w
*
• tO pOO workers
• Minaret towers • /3 0
• Made of white, marble.
• tt years to compute.
feet high
• Pointed arches (Muslim
• 'building- I&6 feet
influence)
j
• Perforated marble
windows and doors
(Hindu influence)
• Interior: thousands of
carved marble flowers
inlaid with precious stones
Building the Taj Mahal
G Some 20,000 workers labored for 22 years to build the famous tomb. It is made of white
marble brought from 250 miles away. The minaret towers are about 1 30 feet high. The building
itself is 1 86 feet square.
G The design of the building is a blend of Hindu and Muslim styles. The pointed G arches are
of Muslim design, and the perforated marble G w ' nc 'ows and G doors are typical of a style found
in Hindu temples.
The inside of the building is a glittering garden @ thousands of carved marble flowers inlaid
with tiny precious stones. One tiny flower, one inch square, had 60 different inlays.
Skillbuilder Handbook R9
Skillbuilder Handbook
Skillbuilder Handbook
2.2 Making Inferences
Inferences are ideas and meanings not stated in the material. MAKING INFERENCES
means reading between the lines to extend the information provided. Your inferences
are based on careful study of what is stated in the passage as well as your own
common sense and previous knowledge.
Understanding the Skill
STRATEGY: DEVELOP INFERENCES FROM THE FACTS. This passage describes the
Nok culture of West Africa. Following the passage is a diagram that organizes the
facts and ideas that lead to inferences.
O ^ad the stated facts and
ideas.
0 Use your knowledge, logic,
and common sense to draw
conclusions. You could infer from
these statements that the Nok were
a settled people with advanced
technology and a rich culture.
0 Consider what you already
know that could apply. Your
knowledge of history might lead
you to infer the kinds of improve-
ments in life brought about by
better farming tools.
0 Recognize inferences that are
already made. Phrases like "the
evidence suggests" or "historians believe" indicate inferences
and conclusions experts have made from historical records.
The Nok Culture
0 The earliest known culture of West Africa was that of the Nok people. They lived in what is now
Nigeria between 900 b.c. and a.d. 200. Their name came from the village where the first artifacts from
their culture were discovered by archaeologists. The 0 Nok were farmers. They were also
0the first West African people known to smelt iron. The Nok began making iron around 500 b.c.,
using it to make tools for farming and weapons for hunting.0 These iron implements lasted longer
than wood or stone and vastly improved the lives of the Nok.
Nok artifacts have been found in an area stretching for 300 miles between the Niger and Benue
rivers. 0 Many are sculptures made of terra cotta, a reddish-brown clay. Carved in great artistic detail,
some depict the heads of animals such as elephants and others depict human heads. The features
of some of the heads reveal a great deal about their history. One of the human heads, for example,
shows an elaborate hairdo arranged in six buns, a style that is still worn by some people in Nigeria
today. 0 This similarity suggests that the Nok may have been the ancestors of modern-day Africans.
STRATEGY: MAKE A CHART.
Summarize the facts and
inferences you make in
a chart.
Stated Facts and ideas
Inferences
• iron farming tools
• iron harder than wood
• tools /unproved life
iron tools improved agriculture and
contributed to cultural development
• Nok artifacts found in 300-mile radius
Nok culture spread across this area
• heads carved in qreat artistic detail
Nok were skilled potters and sculptors
• sculptures included elephant heads
elephants played a role in peoples lives
Applying the Skill
MAKE YOUR OWN CHART. Read the Tamil poem from ancient India quoted in
Chapter 7 on page 194. Using a chart like the one above, make inferences from the
poem about its author, its subject, and the culture it comes from.
RIO Skillbuilder Handbook
2.3 Drawing Conclusions
DRAWING CONCLUSIONS means analyzing what you have read and forming an opinion
about its meaning. To draw conclusions, you look closely at the facts, combine them
with inferences you make, and then use your own common sense and experience to
decide what the facts mean.
Understanding the Skill
STRATEGY: COMBINE INFORMATION TO DRAW CONCLUSIONS. The passage below
presents information about the reunification of East and West Germany in 1990. The
diagram that follows shows how to organize the information to draw conclusions.
0 Read carefully to understand
all the facts. Fact: Reunification
brought social and political free-
doms to East Germans.
0 Read between the lines to
make inferences. Inference:
After a market economy was
introduced, many industries in
eastern Germany failed, which
put people out of work.
0 Use the facts to make an infer-
ence. Inference: Reunification put
a strain on government resources.
0 Ask questions of the material.
What are the long-term economic
prospects for eastern Germany?
Conclusion: Although it faced
challenges, it seemed to have a
greater chance for success than
other former Communist countries.
STRATEGY: MAKE A DIAGRAM.
Summarize the facts, infer-
ences, and your conclusion in
a diagram.
Applying the Skill
MAKE A DIAGRAM. Look at Chapter 6, pages 160-162, on the collapse of the Roman
Republic. As you read, draw conclusions based on the facts. Use the diagram above as a
model for organizing facts, inferences, and conclusions about the passage.
Facts ►
Inferences ►
Conclusion About Passage
East Germans Grained
East Germans welcomed
freedoms.
the end of Communist rule.
T ransportation and
Although eastern Germany
telephone, systems i were
Rebuilding took time.
was in bad shape at the
outmoded.
time of reunification, it
State-run industries
Industries couldn't compete
had the advantage of the
produced shoddu goods.
in free-market economy.
strength of western Germany
as it made the transition to
Unemployment skyrocketed .
Reunification put a great
democracy and capitalism.
Cost for reunification could
financial burden on Germany.
be #Z00 billion.
Germany is Reunified
On October 3, 1 990, Germany once again became a single nation.© After more than 40 years
of Communist rule, most East Germans celebrated their new political freedoms. Families that had
been separated for years could now visit whenever they chose.
Economically, the newly united Germany faced serious problems. More than 40 years of
Communist rule had left East Germany in ruins. Its transportation and telephone systems had not
been modernized since World War II. State-run industries in East Germany had to be turned over
to private control and operate under free-market rules. 0 However, many produced shoddy goods
that could not compete in the global market.
Rebuilding eastern Germany's bankrupt economy was going to be a difficult, costly process.
0 Some experts estimated the price tag for reunification could reach $200 billion. In the short-term,
the government had to provide 0 unemployment benefits to some 1 .4 million workers from the
east who found themselves out of work.
0ln spite of these problems, Germans had reasons to be optimistic. Unlike other Eastern
European countries, who had to transform their Communist economies by their own means, East
Germany had the help of a strong West Germany. Many Germans may have shared the outlook
expressed by one worker: "Maybe things won't be rosy at first, but the future will be better."
Skillbuilder Handbook Rll
Skillbuilder Handbook
Skillbuilder Handbook
2.4 Developing Historical Perspective
DEVELOPING HISTORICAL PERSPECTIVE means understanding events and people in
the context of their times. It means not judging the past by current values, but by taking
into account the beliefs of the time.
Understanding the Skill
STRATEGY: LOOK FOR VALUES OF THE PAST. The following passage was written
by Bartolome de Las Casas, a Spanish missionary who defended the rights of Native
Americans. It challenges an argument presented by a scholar named Sepulveda, who
held that the Spaniards had the right to enslave the Native Americans. Following the
passage is a chart that summarizes the information from a historical perspective.
O Identify the historical figure,
the occasion, and the date.
© Look for clues to the attitudes,
customs, and values of people
living at the time. As a Spanish
missionary, Las Casas assumes
that Europeans are more civilized
than Native Americans and that
Native Americans need to be
converted to Catholicism.
© Explain how people's actions
and words reflected the atti-
tudes, values, and passions of
the era. Las Casas challenges
prejudices about Native Americans
that were widely held in Europe.
His language emphasizes a favor-
able comparison between Native
American and European societies.
0 Notice words, phrases, and settings that reflect the period.
Las Casas speaks from a time when Europeans looked to classical
Greece as a benchmark for civilization.
STRATEGY: WRITE A SUMMARY.
Use historical perspective to
understand Las Casas's atti-
tudes. In a chart, list key words,
phrases, and details from the
passage. In a short paragraph,
summarize the basic values and
attitudes of Las Casas.
Applying the Skill
WRITE YOUR OWN SUMMARY. Turn to Chapter 11, page 319, and read the excerpt
from Medieval Russia s Epics , Chronicles , and Tales. Read the passage using
historical perspective. Then summarize your ideas in a chart like the one above.
Key Phrases
Las Casas s )n Defense of the indians
• barbarians
a t /it In / / /» M/iinln
Las Casas argues that Native Americans are not inhuman and do
not deserve cruelty and slavery. Rather, they are fully capable
9 LsCLLnC//(C TCULrl
• not inhuman, ignorant,
of lt coming up to the level of Spanish civilisation. Although he
makes the statement that Native Americans are barbarians, his
or bestial
language and comparisons seem to suggest that he believes them
• properly organised
states, wisely ordered
to be highly civilised in many respects. At the same time , he
believes in the importance of converting them to Catholicism.
• saaes of Athens
r J
©In Defense of the Indians (1550)
Bartolome de Las Casas
Now if we shall have shown that among our Indians of the western and southern shores
0 (granting that we call them barbarians and that they are barbarians) there are important kingdoms,
large numbers of people who live settled lives in a society, great cities, kings, judges and laws, persons
who engage in commerce, buying, selling, lending, and the other contracts of the law of nations, will
it not stand proved that the Reverend Doctor Sepulveda has spoken wrongly and viciously against
peoples like these?. . . From the fact that the Indians are barbarians it does not necessarily follow that
they are incapable of government and have to be ruled by others, © except to be taught about the
Catholic faith and to be admitted to the holy sacraments. ©They are not ignorant, inhuman, or
bestial. Rather, long before they had heard the word Spaniard they had ©properly organized states,
wisely ordered by excellent laws, religion, and custom. They cultivated friendship and, bound together
in common fellowship, lived in populous cities in which they wisely administered the affairs of both
peace and war justly and equitably, truly governed by laws that at very many points surpass ours, and
could have won ©the admiration of the sages of Athens. . . .
R12 Skillbuilder Handbook
2.5 Formulating Historical Questions
FORMULATING HISTORICAL QUESTIONS is important as you examine primary
sources — firsthand accounts, documents, letters, and other records of the past. As you
analyze a source, ask questions about what it means and why it is significant. Then,
when you are doing research, write questions that you want your research to answer.
This step will help to guide your research and organize the information you collect.
Understanding the Skill
STRATEGY: QUESTION WHAT YOU READ. The Muslim scholar Ibn Battuta published
an account of his journeys in Asia and Africa in the 1300s. The following passage is
part of his description of China. After the passage is a web diagram that organizes
historical questions about it.
O Ask about the historical record
itself. Who produced it? When
was it produced?
© Ask about the facts presented.
Who were the main people?
What did they do? What were
they like?
© Ask about the person who
created the record. What
judgments or opinions does
the author express?
© Ask about the significance
of the record. How would you
interpret the information pre-
sented? How does it fit in with
the history of this time and place?
What more do you need to know
to answer these questions?
© •bn Battuta in China, Around 1 345
©The Chinese themselves are infidels, who worship idols and burn their dead like the Hindus. . . .
In every Chinese city there is a quarter for Muslims in which they live by themselves, and in which
they have mosques both for the Friday services and for other religious purposes. The Muslims are
honored and respected. ©The Chinese infidels eat the flesh of swine and dogs, and sell it in their
markets. ©They are wealthy folk and well-to-do, but they make no display either in their food or
their clothes. You will see one of their principal merchants, a man so rich that his wealth cannot be
counted, wearing a coarse cotton tunic. But there is one thing that the Chinese take a pride in, that
is gold and silver plate. Every one of them carries a stick, on which they lean in walking, and which
they call "the third leg." Q Silk is very plentiful among them, because the silk-worm attaches itself
to fruits and feeds on them without requiring much care. For that reason, it is so common as to be
worn by even the very poorest there. Were it not for the merchants it would have no value at all, for
a single piece of cotton cloth is sold in their country for the price of many pieces of silk.
STRATEGY: MAKE A WEB DIAGRAM.
Investigate a topic in more
depth by asking questions.
Ask a large question and then
ask smaller questions that
explore and develop from the
larger question.
What was the,
historical situation in
China at this time,?
How might )bn Battutas
background have, influe,nce,d
his impre,ssions?
What was China
like in the !2>00s?
Wh\jj did )bn 3attuta go
to China, and who was the,
audie,nce, for his narrative,?/
Do othe,r source,s agre,e, with '
)bn Battutas de,scription?
Applying the Skill
MAKE YOUR OWN WEB DIAGRAM. Turn to the quotation by Bernal Diaz in Chapter
16, page 455. Use a web diagram to write historical questions about the passage.
Skillbuilder Handbook R13
Skillbuilder Handbook
Skillbuilder Handbook
2.6 Making Predictions
MAKING PREDICTIONS means projecting the outcome of a situation that leaders or
groups face or have faced in the past. Historians use their knowledge of past events
and the decisions that led up to them to predict the outcome of current situations.
Examining decisions and their alternatives will help you understand how events in
the past shaped the future.
Understanding the Skill
STRATEGY: IDENTIFY DECISIONS. The following passage describes relations
between Cuba and the United States following Fidel Castro’s successful attempt to
overthrow former Cuban dictator Fulgencio Batista. The chart lists decisions that
affected U.S./Cuban relations, along with alternative decisions and predictions of
their possible outcomes.
0 To help you identify decisions,
look for words such as decide ;
decision ; and chose.
0 Notice how one political deci-
sion often leads to another.
0 Notice both positive and
negative decisions.
STRATEGY: MAKE A CHART.
0 Use a chart to record decisions.
0 Suggest alternative decisions.
0 Predict a possible outcome
for each alternative decision.
APPLYING THE SKILL
MAKE A CHART like the one above. Turn to Chapter 21, page 615, and read
the first four paragraphs of the section “English Civil War.” Identify three
decisions of England’s King Charles I. Record them on your chart, along
with an alternative decision for each. Then predict a possible outcome for
each alternative decision.
o © o
Decisions
Alternative Decisions
Prediction of Outcome
Castro nationalised
Cuban economy.
Castro did not nationalise
Cuban economy.
T here was no United States
embargo of trade with Cuba.
T he United States
placed an embargo on
T he United States continued
to trade with Cuba.
Cuba continued to depend
on the United States
trade with Cuba.
economically.
CIA trained Cuban exiles,
who invaded Cuba.
T he CIA did not train exiles
to invade Cuba.
T here was no invasion
of Cuba.
T he United States did
not provide air support
for the invasion.
T he United States
provided air support to
the invaders.
T he United States
successful Jy invaded Cuba.
U.S./Cuban Relations under Castro
During the 1 950s, Cuban dictator Fidel Castro 0 chose to nationalize the Cuban economy,
which resulted in the takeover of U.S.-owned sugar mills and refineries. 0 U.S. President Eisenhower
responded by ordering an embargo on all trade with Cuba. As relations between the two countries
deteriorated, Cuba became more dependent on the USSR for economic and military aid. In 1 960, the
CIA trained anti-Castro Cuban exiles to invade Cuba. ©Although they landed at Cuba's Bay of Pigs,
the United States 0 decided not to provide them with air support. Castro's forces defeated the exiles,
which humiliated the United States.
R14 Skillbuilder Handbook
2.7 Hypothesizing
HYPOTHESIZING means developing a possible explanation for historical events.
A hypothesis is an educated guess about what happened in the past or a prediction
about what might happen in the future. A hypothesis takes available information,
links it to previous experience and knowledge, and comes up with a possible
explanation, conclusion, or prediction.
Understanding the Skill
STRATEGY: FIND CLUES IN THE READING. In studying the Indus Valley civilization,
historians do not yet know exactly what caused that culture to decline. They have,
however, developed hypotheses about what happened to it. Read this passage and look
at the steps that are shown for building a hypothesis. Following the passage is a chart
that organizes the information.
© Identify the event, pattern, or
trend you want to explain.
© Determine the facts you have
about the situation. These
facts support various hypotheses
about what happened to the
Indus Valley civilization.
© Develop a hypothesis that
might explain the event.
Historians hypothesize that a com-
bination of ecological change and
sudden catastrophe caused the
Indus Valley civilization to collapse.
© Determine what additional
information you need to test
the hypothesis. You might refer to a book about India, for example,
to learn more about the impact of the Aryan invasions.
STRATEGY: MAKE A CHART.
Use a chart to summarize
your hypothesis about events.
Write down your hypothesis and
the facts that support it. Then
you can see what additional infor-
mation you need to help prove
or disprove it.
Applying the Skill
MAKE YOUR OWN CHART. Turn to Chapter 19, page 545, and read the Primary
Source. Predict what impact the introduction of firearms might have had on Japan.
Then read the surrounding text material. List facts that support your hypothesis
and what additional information you might gather to help prove or disprove it.
Facts that support
Hypothesis
the hypothesis
Additional information needed
A combination of
ecological change
and sudden catas-
• 'building quality declined
• Indus River tended to
chanoe course
• What was Indus Valley culture like?
• What were the geographical
characteristics of the reoion?
trophe caused the
Indus Valley civili-
sation to collapse
j
• Unburied skeletons were
found at PAohenjo-baro
• Aryan invasions occurred
around same time
j
•How did over farming tend to affect
the environment?
• What factors affected the decline of
other ancient civilisations?
© Mysterious End to Indus Valley Culture
© Around 1750 b.c., the quality of building in the Indus Valley cities declined. Gradually, the great
cities fell into decay. What happened? Some historians think that the Indus River changed course, as
it tended to do, so that its floods no longer fertilized the fields near the cities. Other scholars suggest
that people wore out the valley's land. They overgrazed it, overfarmed it, and overcut its trees, brush,
and grass.
As the Indus Valley civilization neared its end, around 1 500 b.c., a sudden catastrophe may have
had a hand in the cities' downfall.© Archaeologists have found a half-dozen groups of skeletons in
the ruins of Mohenjo-Daro, seemingly never buried. ©Their presence suggests that the city, already
weakened by its slow decline, may have been abandoned after a natural disaster or a devastating attack
from human enemies. The Aryans, a nomadic people from north of the Hindu Kush mountains, swept
into the Indus Valley at about this time.© Whether they caused the collapse of the Indus Valley
civilization or followed in its wake is not known.
Skillbuilder Handbook R15
Skillbuilder Handbook
Skillbuilder Handbook
2.8 Analyzing Motives
ANALYZING MOTIVES means examining the reasons why a person, group, or govern-
ment takes a particular action. To understand those reasons, consider the needs, emo-
tions, prior experiences, and goals of the person or group.
Understanding the Skill
STRATEGY: LOOK FOR REASONS WHY. On June 28, 1914, Serb terrorists assassi-
nated Austria-Hungary’s Archduke Franz Ferdinand and his wife when they visited
Sarajevo, the capital of Bosnia. In the following passage, Borijove Jevtic, a Serb
terrorist, explains why the assassination occurred. Before this passage, he explains
that the terrorists had received a telegram stating that the Archduke would be visit-
ing Sarajevo on June 28. The diagram that follows summarizes the motives of the
terrorists for murdering the Archduke.
O Look for motives based
on basic needs and human
emotions. Needs include
food, shelter, safety, freedom.
Emotions include fear, anger,
pride, desire for revenge, and
patriotism, for example.
© Look for motives based
on past events or inspiring
individuals.
© Notice both positive and
negative motives.
STRATEGY: MAKE A DIAGRAM.
Make a diagram that summa-
rizes motives and actions.
List the important action in the
middle of the diagram. Then list
motives in different categories
around the action.
Applying the Skill
MAKE YOUR OWN DIAGRAM. Turn to Chapter 27, Section 1, “The Scramble for
Africa.” Read the section and look for motives of European nations in acquiring
lands in other parts of the world. Make a diagram, like the one above, showing the
European nations’ motives for taking the land.
The Assassination of the Archduke
How dared Franz Ferdinand, not only the representative of the oppressor but in his own person
an© arrogant tyrant, enter Sarajevo on that day? Such an entry was a ©studied insult.
© 28 June is a date engraved deeply in the heart of every Serb, so that the day has a name of its
own. It is called the vidovnan. It is the day on which the old Serbian kingdom was conquered by the
Turks at the battle of Amselfelde in 1 389. It is also the day on which in the second Balkan War the
Serbian arms took glorious revenge on the Turk for his old victory and for the years of enslavement.
©That was no day for Franz Ferdinand, the new oppressor, to venture to the very doors of Serbia
for a display of the force of arms which kept us beneath his heel.
Our decision was taken almost immediately. Death to the tyrant!
R16 Skillbuilder Handbook
2.9 Analyzing Issues
An issue is a matter of public concern or debate. Issues in history are usually economic,
social, political, or moral. Historical issues are often more complicated than they first
appear. ANALYZING AN ISSUE means taking a controversy apart to find and describe
the different points of view about the issue.
Understanding the Skill
STRATEGY: LOOK FOR DIFFERENT SIDES OF THE ISSUE. The following passage
describes working conditions in English factories in the early 1800s. The cluster
diagram that follows the passage helps you to analyze the issue of child labor.
Children at Work
® Child labor was one of the most serious problems of the early Industrial Revolution. Children as
young as 6 years worked exhausting jobs in factories and mines. Because wages were very low, many
families in cities could not survive unless all their members, including children, worked.
^In most factories, regular work hours were 6 in the morning to 6 in the evening, often with two
"over-hours" until 8. It was common for 40 or more children to work together in one room— a room
with little light or air. Those who lagged behind in their work were often beaten. Because safety was
a low concern for many factory owners, accidents were common.
In 1831, Parliament set up a committee to investigate abuses of child labor. @ Medical experts
reported that long hours of factory work caused young children to become crippled or stunted in their
growth. They recommended that children younger than age 1 4 should work no more than 8 hours.
^Factory owners responded that they needed children to work longer hours in order to be profitable.
As one owner testified, reduced working hours for children would "much reduce the value of my mill
and machinery, and consequently of ... my manufacture." As a result of the committee's findings,
Parliament passed the Factory Act of 1 833. The act made it illegal to hire children under 9 years old,
and it limited the working hours of older children.
STRATEGY: MAKE A CLUSTER DIAGRAM.
If an issue is complex, make
a cluster diagram. A cluster
diagram can help you analyze
an issue.
Applying the Skill
MAKE YOUR OWN CLUSTER DIAGRAM. Chapter 34, page 998, describes the
partition of India. Make a cluster diagram to analyze the issue and the positions
of the people involved.
Issue : Should Varliameni
resir id child labor ?
Fads: • Children as young as 6 years worked.
• W or king hours were iypically It hours a day, often wiih t hours overiime.
• W 'or king condiiions were dangerous, unhealihy, and inhumane.
• Fadory work caused deformiiies in young children.
X
X
In favor of child labor-
Who: fadory owners, some parents
Reasons: Shorier hours would reduce
profiis. Children s income
essential for families.
Againsi child labor:
Who- medical examiners
Reasons: Children working in factories
suffered permanent deformiiies.
O Look for a central problem
with its causes and effects.
© Look for facts and statistics.
Factual information helps you
understand the issue and evaluate
the different sides or arguments.
© Look for different sides to
the issue. You need to consider
all sides of an issue before decid-
ing your position.
Skillbuilder Handbook R17
Skillbuilder Handbook
Skillbuilder Handbook
2.10 Analyzing Bias
BIAS is a prejudiced point of view. Historical accounts that are biased tend to be
one-sided and reflect the personal prejudices of the historian.
Understanding the Skill
STRATEGY: THINK ABOUT THE WRITER AS YOU READ. The European explorer
Amerigo Vespucci reached the coast of Brazil in 1502, on his second voyage to the
Americas. Below are his impressions of the people he met.
© Identify the author and infor-
mation about him or her. Does
the author belong to a special-
interest group, social class, political
party, or movement that might
promote a one-sided or slanted
viewpoint on the subject?
words, phrases, statements, or
images that might convey a
positive or negative slant? What
might these clues reveal about
the author's bias?
© Examine the evidence. Is
the information that the author
presents consistent with other
accounts? Is the behavior described
consistent with human nature as
you have observed it?
STRATEGY: MAKE A CHART.
Make a chart of your analysis.
For each of the heads listed on
the left side of the chart, sum-
marize information presented in
the passage.
Applying the Skill
MAKE YOUR OWN CHART. Look at the quotation by the Qing emperor Kangxi in the
Primary Source in Chapter 19, page 549. Summarize the underlying assumptions and
biases using a chart like the one shown.
Vespucci's impressions of the native peoples of brazil
author, date
Amerigo Vespucci, !50Z
occasion
exploration of coast of 'brazil on second voyage to Americas
tone
judging, negative, superior
bias
Since the native people do not live in organised states and have
no private property, they have no system of authority, laws, or
moral principles. T hey have no apparent religious beliefs. T hey
are warlike and cruel and seem to make war on one another for
no reason. T he author s comments about the soul seem to show a
bias towards his own religious beliefs. He also reveals a prejudice
that European customs and practices are superior to all others.
© Search for clues. Are there
©Amerigo Vespucci Reports on the People of Brazil
For twenty-seven days I ate and slept among them, and what I learned about them is as follows.
Having no laws and no religious faith, they live according to nature. ©They understand nothing
of the immortality of the soul. There is no possession of private property among them, for everything
is in common. They have no boundaries of kingdom or province. They have no king, nor do they obey
anyone. Each one is his own master.© There is no administration of justice, which is unnecessary
to them, because in their code no one rules...
They are also© a warlike people and very cruel to their own kind... That which made me...
astonished at their wars and cruelty was that I could not understand from them why they made war
upon each other, considering that they held no private property or sovereignty of empire and king-
doms and ©did not know any such thing as lust for possession, that is pillaging or a desire to rule,
which appear to me to be the causes of wars and every disorderly act. When we requested them
to state the cause, they did not know how to give any other cause than that this curse upon them
began in ancient times and they sought to avenge the deaths of their forefathers.
R18 Skillbuilder Handbook
2.11 Evaluating Decisions and
Courses of Action
EVALUATING DECISIONS means making judgments about the decisions that historical
figures made. Historians evaluate decisions on the basis of their moral implications
and their costs and benefits from different points of view.
EVALUATING VARIOUS COURSES OF ACTION means carefully judging the choices
that historical figures had to make. By doing this, you can better understand why they
made some of the decisions they did.
Understanding the Skill
STRATEGY: LOOK FOR CHOICES AND REASONS. The following passage describes the
decisions U.S. President John Kennedy had to make when he learned of Soviet
missile bases in Cuba. As you read it, think of the alternative responses he could have
made at each turn of events. Following the passage is a chart that organizes
information about the Cuban missile crisis.
O Look at decisions made by
individuals or by groups. Notice
the decisions Kennedy made in
response to Soviet actions.
0 Look at the outcome of the
decisions.
0 Analyze a decision in terms of
the choices that were possible.
Both Kennedy and Khrushchev
faced the same choice. Either
could carry out the threat, or
either could back down quietly
and negotiate.
STRATEGY: MAKE A CHART.
Make a simple chart of your
analysis. The problem was that
Soviet nuclear missiles were being
shipped to Cuba. The decision to
be made was how the United
States should respond.
Applying the Skill
MAKE A CHART. Chapter 31, page 919, describes the decisions British and French
leaders made when Hitler took over the Sudetenland in Czechoslovakia just before
World War II. Make a chart, like the one shown, to summarize the pros and cons of
their choice of appeasement and evaluate their decision yourself.
Kennedy's Choices
Pros
Cons
My Evaluation
Publicly confront
Khrushchev with
Show Khrushchev and
world the power and
Nuclear war could occur.
navy and prepare
stronq will of the US.)
)n your opinion,
for war.
force hinn to back off.
which was the
better choice?
Sau not hi no to US.
Avoid friohtenino US.
T he US. would look weak
Why?
1 7
public and negotiate
7 7
citizens and avoid
publicly) Khrushchev
quietly.
threat of nuclear war.
could carry out plan.
i 1
The Cuban Missile Crisis
During the summer of 1 962, the flow of Soviet weapons into Cuba— including nuclear missiles—
greatly increased. 0 President Kennedy responded cautiously at first, issuing a warning that the United
States would not tolerate the presence of offensive nuclear weapons in Cuba. Then, on October 1 6,
photographs taken by American U-2 planes showed the president that the Soviets were secretly building
missile bases on Cuba. Some of the missiles, armed and ready to fire, could reach U.S. cities in minutes.
0 On the evening of October 22, the president made public the evidence of missiles and stated his
ultimatum: any missile attack from Cuba would trigger an all-out attack on the Soviet Union. Soviet ships
continued to head toward the island, while the U.S. navy prepared to stop them and U.S. invasion
troops massed in Florida. To avoid confrontation, the Soviet ships suddenly halted. ©Soviet Premier
Nikita Khrushchev offered to remove the missiles from Cuba in exchange for a pledge not to invade
the island. Kennedy agreed, and the crisis ended.
©Some people criticized Kennedy for practicing brinkmanship, when private talks might have
resolved the crisis without the threat of nuclear war. Others believed he had been too soft and had
passed up a chance to invade Cuba and oust its Communist leader, Fidel Castro.
Skillbuilder Handbook R19
Skillbuilder Handbook
Skillbuilder Handbook
2.12 Forming and Supporting Opinions
Historians do more than reconstruct facts about the past. They also FORM OPINIONS
about the information they encounter. Historians form opinions as they interpret the
past and judge the significance of historical events and people. They SUPPORT THEIR
OPINIONS with logical thinking, facts, examples, quotes, and references to events.
Understanding the Skill
STRATEGY: FIND ARGUMENTS TO SUPPORT YOUR OPINION. In the following
passage, journalist Paul Gray summarizes differing opinions about the significance and
impact of Columbus’s voyages. As you read, develop your own opinion about the issue.
© Decide what you think about
a subject after reading all the
information available to you.
After reading this passage, you
might decide that Columbus's
legacy was primarily one of
genocide, cruelty, and slavery.
On the other hand, you might
believe that, despite the nega-
tives, his voyages produced
many long-term benefits.
© Consider the opinions and
interpretations of historians
and other experts. Weigh
their arguments as you form
your own opinion.
© Support your opinion with
facts, quotes, and examples,
including references to
similar events from other
historical eras.
STRATEGY: MAKE A CHART.
Summarize your opinion and
supporting information in a
chart. Write an opinion and then
list facts, examples, interpreta-
tions, or other information that
support it.
Applying the Skill
MAKE YOUR OWN CHART. Look at the Different Perspectives on Economics and
the Environment in Chapter 36, page 1081. Read the selections and form your own
opinion about the concept of sustainable development. Summarize your supporting
data in a chart like the one shown above.
Opinion : Voyages of Columbus brought more bad -than good to the Americas
Facts : Historical interpretations:
Europeans replaced existing cultures
with their own.
European diseases killed many Native
Americans.
Columbus enslaved Native Americans.
Europeans were arrogant and brutal.
Columbus s arrival set in motion ruthless
destruction of environment.
Through conquest and exploitation,
Europeans "stole!' Native Americans
history and culture.
How Should History View the Legacy of Columbus?
In one version of the story, Columbus and the Europeans who followed him ©brought civiliza-
tion to two immense, sparsely populated continents, in the process fundamentally enriching and alter-
ing the Old World from which they had themselves come.
Among other things, Columbus' journey was the first step in a long process that eventually
produced the United States of America, ©a daring experiment in democracy that in turn became a
symbol and a haven of individual liberty for people throughout the world. But the revolution that began
with his voyages was far greater than that. It altered science, geography, philosophy, agriculture, law,
religion, ethics, government— the sum, in other words, of what passed at the time as Western culture.
Increasingly, however, there is a counterchorus, an opposing rendition of the same events that
deems Columbus' first footfall in the New World to be fatal to the world he invaded, and even to the
rest of the globe. The indigenous peoples and their cultures were doomed by European © arrogance,
©brutality, and ©infectious diseases. Columbus' gift was ©slavery to those who greeted him;
©his arrival set in motion the ruthless destruction, continuing at this very moment, of the natural
world he entered. Genocide, ecocide, exploitation... are deemed to be a form of Eurocentric theft of
history from [the Native Americans].
R20 Skillbuilder Handbook
2.13 Synthesizing
SYNTHESIZING is the skill historians use in developing interpretations of the past.
Like detective work, synthesizing involves putting together clues, information, and
ideas to form an overall picture of a historical event. A synthesis is often stated as a
generalization, or broad summary statement.
Understanding the Skill
STRATEGY: BUILD AN INTERPRETATION AS YOU READ. The passage below describes
the first settlement of the Americas. The highlighting indicates the different kinds of
information that lead to a synthesis — an overall picture of Native American life.
© Read carefully to understand
the facts. Facts such as these
enable you to base your interpre-
tations on physical evidence.
© Look for explanations that link
the facts together. This state-
ment is based on the evidence
provided by baskets, bows and
arrows, and nets, which are men-
tioned in the sentences that follow
© Consider what you already
know that could apply. Your
general knowledge will probably
lead you to accept this statement
as reasonable.
© Bring together the informa-
tion you have about a subject.
This interpretation brings together
different kinds of information to
arrive at a new understanding of
the subject.
STRATEGY: MAKE A CLUSTER DIAGRAM.
Summarize your synthesis in
a cluster diagram. Use a clus-
ter diagram to organize the facts,
opinions, examples, and interpre-
tations that you have brought
together to form a synthesis.
Applying the Skill
MAKE YOUR OWN CLUSTER DIAGRAM. In Chapter 17 on pages 488^189, the
beginnings of the Protestant Reformation are discussed. Read the passage and
look for information to support a synthesis about its fundamental causes. Summarize
your synthesis in a cluster diagram.
earliest Americans big game, hunters
agriculture, allowed people to
settle, develop new skills and ideas
Synthesis: The shift from hunting and gathering
to agriculture allowed for the development of
more complex societies in the Americas.
shifted to hunting/ gathering
agriculture began in Mexico
agriculture spread
The First Americans
© From the discovery of chiseled arrowheads and charred bones at ancient sites, it appears that
the earliest Americans lived as big game hunters. The woolly mammoth, their largest prey, provided
them with food, clothing, and bones for constructing tools and shelters. © People gradually shifted to
hunting small game and gathering available plants. They created baskets to collect nuts, wild rice,
chokeberries, gooseberries, and currants. Later they invented bows and arrows to hunt small game
such as jackrabbits and deer. They wove nets to fish the streams and lakes.
Between 1 0,000 and 1 5,000 years ago, a revolution took place in what is now central Mexico.
People began to raise plants as food. Maize may have been the first domesticated plant, with pumpkins,
peppers, beans, and potatoes following. Agriculture spread to other regions.
©The rise of agriculture brought about tremendous changes to the Americas. Agriculture made
it possible for people to remain in one place. It also enabled them to accumulate and store surplus
food. As their surplus increased, people had the time to develop skills and more complex ideas
about the world.© From this agricultural base rose larger, more stable societies and increasingly
complex societies.
Skillbuilder Handbook R21
Skillbuilder Handbook
Skillbuilder Handbook
3.1 Analyzing Primary and
Secondary Sources
PRIMARY SOURCES are written or created by people who lived during a historical
event. The writers might have been participants or observers. Primary sources include
letters, diaries, journals, speeches, newspaper articles, magazine articles, eyewitness
accounts, and autobiographies.
SECONDARY SOURCES are derived from primary sources by people who were not
present at the original event. They are written after the event. They often combine
information from a number of different accounts. Secondary sources include history
books, historical essays, and biographies.
Understanding the Skill
STRATEGY: EVALUATE THE INFORMATION IN EACH TYPE OF SOURCE. This passage
describes political reforms made by Pericles, who led Athens from 461 to 429 B.c. It is
mainly a secondary source, but it includes a primary source in the form of a speech.
O Secondary Source: Look for
information collected from
several sources. Here the writer
presents an overall picture of the
reforms made by Pericles and the
reasons for them.
© Secondary Source: Look for
analysis and interpretation. A
secondary source provides details
and perspective that are missing in
a primary source. It also provides
context for the primary source.
© Primary Source: Identify the
author and evaluate his or her
credentials. How is the speaker
connected to the event? Here, this
speaker is Pericles himself.
© Primary Source: Analyze the
source using historical perspective. Read the source for factual information
while also noting the speaker's opinions, biases, assumptions, and point of view.
STRATEGY: MAKE A CHART.
Summarize information from
primary and secondary
sources on a chart.
Applying the Skill
MAKE YOUR OWN CHART. Read the passage “Mehmed II Conquers Constantinople”
in Chapter 18, pages 508-509, which includes a quote from the Greek historian
Kritovoulos. Make a chart in which you summarize information from the primary
and secondary sources.
Primary Source
Secondary Source
Author- Per ides
Qualifications .* main figure in the events
described
Information : describes his view of
Athenian democracy— power in the hands
of "the whole people
Author : world history textbook
Qualifications • had access to multiple
accounts of event
Information • puts events in historical perspec-
tive— Athens one of most democratic govern-
ments in history but limited rights to citizens
Stronger Democracy in Athens
©To strengthen democracy, Pericles increased the number of public officials who were paid salaries.
Before, only wealthier citizens could afford to hold public office because most positions were unpaid.
Now even the poorest could serve if elected or chosen by lot. ©This reform made Athens one of the
most democratic governments in history. However, political rights were still limited to those with citizen-
ship status— a minority of Athens' total population.
The introduction of direct democracy was an important legacy of Periclean Athens. Few other city-
states practiced this style of government. In Athens, male citizens who served in the assembly established
all the important policies that affected the polis. In a famous "Funeral Oration" for soldiers killed in the
Peloponnesian War,© Pericles expressed his great pride in Athenian democracy:
©Our constitution is called a democracy because power is in the hands not of a minority but of the
whole people. When it is a question of settling private disputes ; everyone is equal before the law;
when it is a question of putting one person before another in positions of public responsibility, what
counts is not membership of a particular class, but the actual ability which the man possesses. No one,
as long as he has it in him to be of service to the state, is kept in political obscurity because of poverty.
R22 Skillbuilder Handbook
3.2 Visual, Audio, and
Multimedia Sources
In addition to written accounts, historians use many kinds of VISUAL SOURCES.
These include paintings, photographs, political cartoons, and advertisements. Visual
sources are rich with historical details and sometimes reflect the mood and trends of
an era better than words can.
Spoken language has always been a primary means of passing on human history.
AUDIO SOURCES, such as recorded speeches, interviews, press conferences, and
radio programs, continue the oral tradition today.
Movies, CD-ROMs, television, and computer software are the newest kind of histori-
cal sources, called MULTIMEDIA SOURCES.
Understanding the Skill
STRATEGY: EXAMINE THE SOURCE CAREFULLY. Below are two portraits from the
late 1700s, one of Marie Antoinette, the queen of France, and one of a woman who
sells vegetables at the market. The chart that follows summarizes historical
information gained from interpreting and comparing the two paintings.
O Identify the subject and source.
0 Identify important visual details. Look at the
faces, poses, clothing, hairstyles, and other elements.
© Make inferences from the visual details. Marie
Antoinette's rich clothing and her hand on the globe
symbolize her wealth and power. The contrast
between the common woman's ordinary clothing
and her defiant pose suggests a different attitude
about power.
Use comparisons, information from other
sources, and your own knowledge to give
support to your interpretation. Royalty usually
had their portraits painted in heroic poses. Ordinary
people were not usually the subjects of such portraits.
David's choice of subject and pose suggests that he
sees the common people as the true heroes of France.
STRATEGY: MAKE A CHART.
m *
V
A Woman of the Revolution [La maraichere]
(1795), Jacques Louis David
Marie Antoinette ; Jacques Gautier d'Agoty
Summarize your interpretation
in a simple chart.
Subject
Common woman
Marie Antoinette
Visual Details
face is worn and
clothing is plain, but
her head is held high
and she wears the red
scarf of revolution
Rich l y dressed and
made up > strikes an
imperial pose
inferences
Has worked hard for
little in life, but strong,
proud, and defiant
L/ves life of comfort
and power ) proud,
strong, and defiant
Message
Although the details
are strikingly differ-
ent, the two paintings
convey similar charac-
teristics about their
subjects.
Applying the Skill
MAKE YOUR OWN CHART. Turn to the detail from a mural by Diego Rivera in
Chapter 16, page 456. The painting shows the Aztec god Quetzalcoatl in many
forms. Use a chart, like the one above, to analyze and interpret the painting.
Skillbuilder Handbook R23 Ej
Skillbuilder Handbook
Skillbullder Handbook
Section 3: Exploring Evidence: Print, Visual, Technology Sources
3.3 Using the Internet
The INTERNET is a network of computers associated with universities, libraries, news
organizations, government agencies, businesses, and private individuals worldwide.
Each location on the Internet has a HOME PAGE with its own address, or URL.
With a computer connected to the Internet, you can reach the home pages of many
organizations and services. You might view your library’s home page to find the call
number of a book or visit an online magazine to read an article. On some sites you
can view documents, photographs, and even moving pictures with sound.
The international collection of home pages, known as the WORLD WIDE WEB, is a
good source of up-to-the-minute information about current events as well as in-depth
research on historical subjects. This textbook contains many suggestions for navigat-
ing the World Wide Web. Begin by entering CLASSZONE.COM to access the home
page for McDougal Littell World History.
Understanding the Skill
STRATEGY: EXPLORE THE ELEMENTS ON THE SCREEN. The computer screen below
shows the “Issues & Press” page of the U.S. Department of State, the department of
the executive branch responsible for international affairs.
O Go directly to a Web page. If you
know the address of a particular Web
page, type the address in the box
at the top of the screen and press
ENTER (or RETURN). After a few
seconds, the Web page will appear
on your screen.
© Explore the links. Click on any one
of the images or topics to find out
more about a specific subject. These
links take you to another page at this
Web site. Some pages include links
to related information that can be
found at other places on the Internet.
© Learn more about the page. Scan
the page to learn the types of infor-
mation contained at this site. This site
has information about current
events, politics, and health and
environmental issues.
Q Explore the features of the page.
This page provides multimedia links
and a chance to ask questions of
State Department officials.
0 Of>
Issues and Press
■ C 3 li* f IF C ® http :/7www.lTate.sov^ttuesflrtdprelt/
-IH IE3-J
Tito Middle East Moving the Proce** Forward |
Dally Pres Briefing | What’s New
w :
! u.S. department of
YWORD SEARCH ED
Subtil ItljBK
the Middk
! East Oct U-18 Joint U^S.-Reoublk of Korea Statement Belarus European Mz
irch ULS. Condem.ni Terrorist \
| Home
| Travel ft Bu&lnes* jj Y-oulli ft E-duca-tien J| t aiders ^
HIGHLIGHTS
0UU
* ^ **
Mapping tfte
Arctic Sea Floor
The State
Department
participated in an
*** expedition to
Chukchi
Borderland, 3 lsrge underwater shelf
in the Arctic Ocean, to better
understand its form end structure.
Gathered data provides valuable
information to map sea floor
processes and fisheries' habitat,
define our continental shelf,
and predict future conditions in the
Arctic, more
Public- Private Partnerships
The Office of Private Sector Outreach
works to engage the private sector in
public diplomacy initiatives. The work
of public diplomacy seeks to foster a
sense of shared values between
Americans and people at different
countries, cultures, and faiths
ISSUES
PRESS
B A-Z Index
TRANSCRIPTS
B Afghanistan
B Daily Press
B Avian Influenza
Briefing v
B Climate Change
d press Releases;
Secretary
B Commission for Assistance to a
0 Press Releases; Other
Free Cuba
B counterterrorism
0 Remarks, Testimony:; Senior
Officials
B Democracy
B Lislserv
B Foreign Assistance
B RSS News Feeds
B Free Trade Agreements
B Foreign Press Center Briefing
B Global initiative To Combat
Nuclear Terrorism
O USAID Press Releases
B HIV/AIDS
0 USUN Press Releases
o international women's issues
OTH E R RE SOU HCES Q y***
B jran
0 Audio and Video
O
DIPLOMACY Sf PUBLIC AFFAIRS
B CSontact Us
O DipNote Slog
B Under Secretary for Public
Diplomacy and Public Affairs
B Bureau of Public Affairs
B Bureau of Educational and
Cultural Affairs
B Bureau of International
Information Programs
O Advisory Commission 00 Public
Diplomacy
Applying the Skill
DO YOUR OWN
INTERNET RESEARCH. Explore the web sites for Chapter 34 located at
classzone.com. PATH: CLASSZONE.COM Social Studies World History
Chapter 34 Research Links.
R24 Skillbuilder Handbook
3.4 Interpreting Maps
MAPS are representations of features on the earth’s surface. Historians use maps to
locate historical events, to show how geography has influenced history, and to illus-
trate human interaction with the environment.
Different kinds of maps are used for specific purposes.
POLITICAL MAPS show political units, from countries, states, and provinces, to coun-
ties, districts, and towns. Each area is shaded a different color.
PHYSICAL MAPS show mountains, hills, plains, rivers, lakes, and oceans. They may
use contour lines to indicate elevations on land and depths under water.
HISTORICAL MAPS illustrate such things as economic activity, political alliances,
land claims, battles, population density, and changes over time.
Australia and New
Zealand to 1 848
O Compass Rose The compass rose is a feature indicating the map's
orientation on the globe. It may show all four cardinal directions
(N, S, E, W) or just indicate north.
0 Locator A locator map shows which part of the world the map
subject area covers.
© Scale The scale shows the ratio between a unit of length on the map
and a unit of distance on the earth. The maps in this book usually
show the scale in miles and kilometers.
© Lines Lines indicate rivers and other waterways, political boundaries,
roads, and routes of exploration or migration.
© Legend or Key The legend or key explains the symbols, lines, and
special colors that appear on the map.
0 Symbols Locations of cities and towns often appear as dots. A capital
city is often shown as a star or as a dot with a circle around it. Picture
symbols might be used to indicate an area's products, resources, and
special features.
© Labels Key places such as cities, bodies of water, and landforms
are labeled. Key dates, such as those for the founding of cities,
may also be labeled.
© Colors Maps use colors and shading for various purposes. On
physical maps, color may be used to indicate different physical
regions or altitudes. On political maps, color can distinguish different
political units. On specialty maps, color can show variable features
such as population density, languages, or cultural areas.
© Inset An inset is a small map that appears within a larger map. It
often shows an area of the larger map in greater detail. Inset maps
may also show a different area that is in some way related to the
area shown on the larger map.
(E) Lines of Latitude and Longitude Lines of latitude and longitude
appear on maps to indicate the absolute location of the area shown.
• Lines of latitude show distance measured in degrees north or
south of the equator.
• Lines of longitude show distance measured in degrees east or west
of the prime meridian, which runs through Greenwich, England.
Skillbuilder Handbook R25
Skillbuilder Handbook
Skillbuilder Handbook
3-4 (Continued)
Understanding the Skill
STRATEGY: READ ALL THE ELEMENTS OF THE MAP. The historical maps below
show European landholdings in North America in 1754 and after 1763. Together they
show changes over time.
Hudson
Bay
NEW-
FOUNDLAND
Quebec
ACADIA
Boston
Great n
iSalt L. ^
St. Augustine
* FLORIDA
Orleans
Gulf of
Mexico
NEW H
SPAIN
JAMAICA
a ribbea
1,000 Kilometers
1 Europeans in North America
Disputed
English
French
Spanish
O Look at the map's title to learn the sub-
ject and purpose of the map. What area
does the map cover? What does the map tell
you about the area? Here the maps show
North America in 1754 and after 1763 with
the purpose of comparing European claims
at two different times.
0 Look at the scale and compass. The scale
shows you how many miles or kilometers are
represented. Here the scale is 500 actual miles
to approximately 5/8 inch on the map. The
compass shows you which direction on the
map is north.
0 Read the legend. The legend tells you what
the symbols and colors on the map mean.
0 Find where the map area is located on
the earth. These maps show a large area
from the Arctic Circle to below latitude 20°N
and 40° to 140°W.
STRATEGY: MAKE A CHART. Study the maps and pose questions about how the
geographic patterns and distributions changed. Use the answers to create a chart.
Relate the map to the five
geography themes by making
a chart. The five themes are
described on pages xxxii-xxxiii. Ask
questions about the themes and
record your answers on the chart.
Applying the Skill
MAKE YOUR OWN CHART. Turn to Chapter 12, page 334, and study the map titled
“The Mongol Empire, 1294.” Make a chart, like the one shown above, in which you
summarize what the map tells you according to the five geography themes.
What Was the Location? L arge eureka from Arctic Circle -to below ZO° N, and 40° -to 140° W
What Was the VI ace? North American continent
What Was the Region? Western Hemisphere
Was T here Any Movement? between 1754 and llf'b, land claimed by France was taken
over by the other two colonial powers. Spain expanded its territories northward, while
'Britain expanded westward.
How Did Humans interact with the Environment? Europeans carved out political units in
the continent, which already had inhabitants. T hey claimed vast areas, with waterways and
larqe mountain ranges to cross.
R26 Skillbuilder Handbook
Section 3: Exploring Evidence: Print, Visual, Technology Sources
3.5 Interpreting Charts
CHARTS are visual presentations of materials. Historians use charts to organize,
simplify, and summarize information in a way that makes it more meaningful or
easier to remember. Several kinds of charts are commonly used.
SIMPLE CHARTS are used to summarize information or to make comparisons.
TABLES are used to organize statistics and other types of information into columns
and rows for easy reference.
DIAGRAMS provide visual clues to the meaning of the information they contain.
Venn diagrams are used for comparisons. Web diagrams are used to organize supporting
information around a central topic. Illustrated diagrams or diagrams that combine
different levels of information are sometimes called INFOGRAPHICS.
Understanding the Skill
STRATEGY: STUDY ALL THE ELEMENTS OF THE CHART. The infographic below
conveys a great deal of information about the three estates, or classes, that existed
in 18th-century France. The infographic visually combines a political cartoon, a
bulleted chart, a pie graph, and a bar graph.
Read the title.
Identify the symbols and col-
ors and what they represent.
Here, three colors are used consis-
tently in the infographic to repre-
sent the three estates.
Study each of the elements of
the infographic. The political car-
toon visually represents the power
of the First and Second Estates
over the Third Estate. The bulleted
chart gives details about the estates.
The two graphs give statistics.
Look for the main idea. Make
connections among the types
of information presented. What
was the relationship among the
three estates?
The Three Estates
Q First Estate
• made up of clergy of Roman
Catholic Church
• scorned Enlightenment ideas
• owned about 1 5% of the land
O Second Estate
• made up of rich nobles
• held highest offices in government
• disagreed about Enlightenment ideas
• owned about 20% of the land
0 Third Estate
• included bourgeoisie, urban lower
class, and peasant farmers
• had no power to influence government
• embraced Enlightenment ideas
• resented the wealthy First and
Second Estates
• owned about 65% of the land
Population of France, 1787
less than 1%
Percent of Income Paid in Taxes
Look for geographic patterns and distributions. Pose questions about the way land
is distributed among the three estates. Include your answers in your summary paragraph.
STRATEGY: WRITE A SUMMARY.
Write a paragraph to summa
rize what you learned from
the chart.
)n H87, French society was uneven/ if divided into three estates. Ninety-seven percent of the
people belonged to the T bird Estate. T hey had no political power, paid high taxes, and
owned only 65 percent of the land. T he First Estate, made up of the clergy, and the Second
Estate, nnade up of rich nobles, held the power, the wealth, and More than their share of
the land. E>oth opposed change and took advantage of the T bird Estate.
Applying the Skill
WRITE YOUR OWN SUMMARY. Turn to Chapter 13, page 361, and look at the chart
titled “Feudalism.” Study the chart and write a paragraph in which you summarize
what you learn from it.
Skillbuilder Handbook R27
Skillbuilder Handbook
3.6 Interpreting Graphs
GRAPHS show statistical information in a visual manner. Historians use graphs to
show comparative amounts, ratios, economic trends, and changes over time.
LINE GRAPHS can show changes over time, or trends. Usually, the horizontal axis
shows a unit of time, such as years, and the vertical axis shows quantities.
PIE GRAPHS are useful for showing relative proportions. The circle represents the
whole, such as the entire population, and the slices represent the different groups that
make up the whole.
BAR GRAPHS compare numbers or sets of numbers. The length of each bar indicates a
quantity. With bar graphs, it is easy to see at a glance how different categories compare.
Understanding the Skill
STRATEGY: STUDY ALL THE ELEMENTS OF THE GRAPH. The line graphs below show
average global temperatures and world population figures over a period of 25,000 years.
Pose questions about geographic patterns and distributions shown on this graph; for
example, when did worldwide temperature start to rise?
0 Read the title to identify the main
idea of the graph. When two subjects
are shown, look for a relationship between
them. This set of graphs shows that the
agricultural revolution had links to both
global temperature and population.
0 Read the vertical axis. The temperature
graph shows degrees Fahrenheit. The other
shows population in millions, so that 125
indicates 125,000,000.
0 Note any information that is high-
lighted in a box.
© Read the horizontal axis. Both graphs
cover a period of time from 25,000 years
ago to 0 (today).
0 Look at the legend to understand Summarize the information shown in
what colors and certain marks stand for. each part of the graph. What trends or
changes are shown in each line graph?
I Agricultural Revolution
STRATEGY: WRITE A SUMMARY.
Use the answers to your questions about geographic patterns and distributions to
write your summary paragraph.
Write a paragraph to summa-
rize what you learned from
the graphs.
Some ZOfiOO years ago, after the last Ice Age, temperatures started to rise worldwide.
This steady rise it j average temperature from ST to 55° made possible the beginnings of
agriculture. As a result of the agricultural revolution, world population grew from about
Z million to about t30 million over a period of i0 t 000 years .
Applying the Skill
WRITE YOUR OWN SUMMARY. Turn to Chapter 31, page 908, and look at the graph
“World Trade, 1929-1933.” Study the graph and write a paragraph in which you
summarize what you learn from it.
R28 Skillbuilder Handbook
Section 3: Exploring Evidence: Print, Visual, Technology Sources
3.7 Analyzing Political Cartoons
POLITICAL CARTOONS are drawings that express the artist’s point of view about a local,
national, or international situation or event. They may criticize, show approval, or draw
attention to a particular issue, and may be either serious or humorous. Political cartoonists
often use symbols as well as other visual clues to communicate their message.
Understanding the Skill
STRATEGY: EXAMINE THE CARTOON CAREFULLY. The cartoon below was drawn dur-
ing the period of detente — a lessening of Cold War tensions between the United States
and the Soviet Union.
Look at the cartoon as a
whole to determine the
subject.
Look for symbols, which are
especially effective in com-
municating ideas visually. In
this cartoon, Szabo uses symbols
that stand for two nations. The
stars and stripes stand for the
United States. The hammer and
sickle stand for the Soviet Union.
Analyze the visual details,
which help express the
artist's point of view. The lit
fuse suggests that the world
is in immediate danger. The
United States and the Soviet
Union are cooperating to reduce
the danger by cutting the fuse.
STRATEGY: MAKE A CHART.
Summarize your analysis in
a chart. Look for details and
analyze their significance. Then
decide on the message of the
cartoon.
Symbols and Visual Details
Significance
Message
• Stars and stripes
• United States
T he United States and the
• Hammer and sickle
• Soviet Union
Soviet Union are truino to
• L it fuse
• Danoer
prevent their differences
• 'both nations hold the scissors
y
• Cooperation
from destroying the world.
Applying the Skill
MAKE YOUR OWN CHART. Turn to the political cartoon in Chapter 23, page 652. Read
the information provided in the chart and graphs to help you understand the basis for
the cartoon. Note the clothing and apparent attitudes of the figures in the drawing, as
well as how they relate to one another. Then make a chart like the one above.
Skillbuilder Handbook R29
Skillbuilder Handbook
Skillbuilder Handbook
4.1 Writing for Social Studies
WRITING FOR SOCIAL STUDIES requires you to describe an idea, a situation, or an
event. Often, you will be asked to take a stand on a particular issue or to make a spe-
cific point. To successfully describe an event or make a point, your writing needs to
be clear, concise, and accurate. When you write reports or term papers, you will also
need to create a bibliography of your sources; and you need to evaluate how reliable
those sources are.
Understanding the Skill
STRATEGY: ORGANIZE INFORMATION AND WRITE CLEARLY. The following passage
describes the rise and fall of Napoleon Bonaparte. Notice how the strategies below
helped the writer explain the historical importance of Napoleon’s power.
0 Focus on your topic. Be sure
that you clearly state the main idea
of your piece so that your readers
know what you intend to say.
0 Collect and organize your
facts. Collect accurate information
about your topic to support the
main idea you are trying to make.
Use your information to build a
logical case to prove your point
To express your ideas clearly,
use standard grammar, spell-
ing, sentence structure, and
punctuation when writing for social studies. Proofread your
work to make sure it is well organized and grammatically correct.
STRATEGY: USE STANDARD FORMATS WHEN MAKING CITATIONS. Use standard
formats when citing books, magazines, newspapers, electronic media, and other
sources. The following examples will help you to interpret and create bibliographies.
0 Video
0 Newspaper
0 Magazine
0 Online database
0 Book
Applying the Skill
WRITE YOUR OWN RESPONSE. Turn to Chapter 23, Section 4, “Napoleon’s Empire
Collapses.” Read the section and use the strategies above to write your answer to
question 6 on page 671.
Find three or four different sources on the Internet or in the library relating to
Napoleon’s fall. Create a short bibliography and use standard formats for each type
of source. Be sure to interpret, or evaluate, how reliable your sources are.
0 Fire and Ice. Prod. HistoryAlive Videocassette. BBC Video, 1 998.
0 Gutierrez, Andrew R. "Memorial for Scott at Antarctic." Los Angeles Times 8 January 2001 : 1 4A.
0 Hansen, Ron. "The Race for the South Pole." Smithsonian Institute 28 June 1 999: 1 1 2.
0"Scott's Run for the South Pole." Facts on File. Online. Internet. 28 February 2000.
0 Solomon, Susan. The Coldest March: Scott's Fatal Antarctic Expedition. New Haven, CT:
Yale UP, 2001.
0The Rise and Fall of Napoleon, 1799-1814
The power that Napoleon used to bring order to France after the Revolution ultimately proved to
be his undoing. Under his command, the troops drove out members of the legislature in 1 799 and
helped Napoleon seize control of France. 0 As emperor of France, he stabilized the country's
economy. He even created a code of laws. However, Napoleon wanted to control all of Europe. But
he made mistakes that cost him his empire. He established a blockade in 1 806 to prevent trade
between Great Britain and other Europeans nations. But smugglers, aided by the British, managed to
get cargo through. He angered Spain by replacing the country's king with his own brother. In 1812,
Napoleon also invaded Russia by using many troops who were not French and who felt little loyalty
to him. Eventually, all the main powers of Europe joined forces and defeated Napoleon in the spring
of 1814.
R30 Skillbuilder Handbook
Section 4: Creating Presentations
4.2 Creating a Map
CREATING A MAP can help you understand routes, regions, landforms, political
boundaries, or other geographical information.
Understanding the Skill
STRATEGY: CREATE A MAP to clarify information and help you visualize what you
read. Creating a map is similar to taking notes, except that you draw much of the
information. After reading the passage below, a student sketched the map shown.
The French Explore North America
A number of Frenchmen were among the early explorers of North America. In 1 534, Jacques
Cartier sailed up a broad river that he named the St. Lawrence. When he came to a large island
dominated by a mountain, he called the island Mont Real, which eventually became known as
Montreal. In 1 608, another French explorer, Samuel de Champlain, sailed further up the St. Lawrence
and laid claim to a region he called Quebec. In 1 673, Jacques Marquette and Louis Joliet explored
the Great Lakes and the upper Mississippi River. Nearly 10 years later, Sieur de La Salle explored
the lower Mississippi and claimed the entire river valley for France.
Create a title that shows the
purpose of the map.
Consider the purpose of the
map as you decide which fea-
tures to include. Because the
main purpose of this sketch map is
to show the routes of early explor-
ers, it includes a scale of distance.
Find one or more maps to use
as a guide. For this sketch map,
the student consulted a historical
map and a physical map.
Create a legend to explain any
colors or symbols used.
Applying the Skill
MAKE YOUR OWN SKETCH MAP. Turn to Chapter 20, page 556, and read the first
three paragraphs of the section “Spanish Conquests in Peru.” Create a sketch map
showing the cities where Pizarro conquered the Inca. Use either a modern map of Peru
or an historic map of the Incan Empire as a guide. (The conquered cities of the empire
also belong to the modern nation of Peru.) Include a scale of miles to show the dis-
tance traveled by the Spanish to make their conquests. Add a legend to indicate which
conquest involved a battle and which did not.
Skillbuilder Handbook R31
i Earhf French Explorers in North America
Skillbuilder Handbook
Skillbuilder Handbook
Section 4: Creating Presentations
4.3 Creating Charts and Graphs
CHARTS and GRAPHS are visual representations of information. (See Skillbuilders
3.5, Interpreting Charts, and 3.6, Interpreting Graphs.) Three types of graphs are
BAR GRAPHS, LINE GRAPHS, and PIE GRAPHS. Use a line graph to show changes
over time, or trends. Use a pie graph to show relative proportions. Use a bar graph
to display and compare information about quantities. Use a CHART to organize,
simplify, and summarize information.
Understanding the Skill
STRATEGY: CREATE A BAR GRAPH. Choose the information that you wish to
compare. After reading the following paragraph, a student created the bar graph
below to compare population shifts in three European cities.
Population Shifts
The decline of the Roman Empire led to major population shifts. As Roman centers of trade and
government collapsed, nobles retreated to the rural areas. Roman cities were left without strong lead-
ership. The population of Rome dropped from 350,000 in a.d. 1 00 to 50,000 in a.d. 900. During
the same period, other cities in the empire experienced similar declines. For example, the population
of Trier, Germany, dropped from 1 00,000 to around 1 3,000. The population of Lyon, France, experi-
enced an even greater decline, dropping from 1 00,000 to approximately 1 2,000.
STRATEGY: ORGANIZE THE DATA. Be consistent in how you present similar
kinds of information.
0 Use a title that sums up the information.
Q Clearly label vertical and horizontal axes.
Use the vertical axis to show increasing quantities.
Label the horizontal axis with what is being compared.
O Add a legend to indicate the meaning of any
colors or symbols.
1 Population of Three Roman Cities
D
O
_C
o
m
Q.
s.
- City Populations around a.d. 100
I City Populations around a.d. 900
Applying the Skill
CREATE A BAR GRAPH. Turn to Chapter 23, page 670. Study the map “Napoleon’s
Russian Campaign, 1812.” Use the information to create a bar graph showing the
number of soldiers in Napoleon’s army from June 1812 to December 6, 1812. Label
the vertical axis Soldiers (in thousands) and show the grid in increments of 100,
beginning with 0 and ending with 500. Provide a bar for each of the following dates:
June 1812, September 7, 1812, November 1812, and December 6, 1812. Label each
bar with the number of soldiers. Add a title. Be sure to read carefully the information
in the boxes on the chart for each date you include in your graph.
R32 Skillbuilder Handbook
Section 4: Creating Presentations
4.4 Creating and Using a Database
A DATABASE is a collection of data, or information, that is organized so that you can
find and retrieve information on a specific topic quickly and easily. Once a computer-
ized database is set up, you can search it to find specific information without going
through the entire database. The database will provide a list of all information in the
database related to your topic. Learning how to use a database will help you learn how
to create one.
Understanding the Skill
STRATEGY: CREATE THE DATABASE. First, identify the topic of the database. Both
words in this title, “Five Empires,” are important. These words were used to begin the
research for this database.
0 Determine the order of
presentation of information.
For example, will you list items
from largest to smallest? from
oldest to newest? The five
empires are listed in order
of date, from earliest empire
to latest.
Q Identify the entries included
under each heading. Here,
five empires from the text were
chosen as topics for research.
Q Ask yourself what kind of
data to include. For example,
what geographic patterns and
distributions will be shown? Your
choice of data will provide the
column headings. The key words
Dates , Greatest Territory ; and
Greatest Population were chosen
to focus the research.
Five Empires
O Dates
Greatest s
Territory* “
L Greatest
* Population**
0 Persian
550 b.c-330 b.c.
2.0
14.0
Roman
27 B.c. — a.d. 476
3.4
54.8
Byzantine
a.d. 395-a.d. 1453
1.4
30.0
Mongol
a.d. 1206-a.d. 1380
11.7
125.0
Aztec
a.d. 1325-ad. 1521
0.2
6.0
* Estimated in millions of square miles
** Estimated in millions of people
0 Add labels or footnotes as
necessary to clarify the nature
of the data presented. Are the
figures shown in thousands? hundred
of thousands? millions? Users of the
database need to know what the
figures represent.
STRATEGY: USE THE DATABASE. Use the database to help you find information
quickly. For example, in this database you could search for “empires with populations
of more than 10 million” and compile a list including the Persian, Roman, Byzantine,
and Mongol empires.
Applying the Skill
CREATE A DATABASE for World War II that shows the dates and locations of important
battles, estimated casualty figures, and the significance of the outcome for each battle.
Use information presented in Chapter 32 to find the data. Follow a chart format simi-
lar to the one above for your database. Then use the database to list the three battles
that resulted in the highest number of casualties.
Skillbuilder Handbook R33
Skillbuilder Handbook
Skillbuilder Handbook
4.5 Creating a Model
WHEN YOU CREATE A MODEL, you use information and ideas to show an event or a
situation in a visual way. A model might be a poster or a diagram drawn to explain
how something happened. Or, it might be a three-dimensional model, such as a diorama,
that depicts an important scene or situation.
Understanding the Skill
STRATEGY: CREATE A MODEL. The poster below shows the hardships and dangers
that children faced while working in the textile factories in the early 1800s. Use the
strategies listed below to help you create your own model.
0 Gather the information you
need to understand the situa-
tion or event. In this case, you
need to be able to show the hard-
ships and dangers of child labor.
0 Visualize and sketch an idea
for your model. Once you have
created a picture in your mind,
make an actual sketch to plan
how it might look.
0 Think of symbols you may
want to use. Since the model
should give information in a
visual way, think about ways you
can use color, pictures, or other
visuals to tell the story.
Gather the supplies you will
need and create the model.
For example, you may need
crayons and markers.
Applying the Skill
CREATE YOUR OWN MODEL. Read the Interact with History feature on page 716.
Create a poster that shows how working conditions might be made more fair in
England during the Industrial Revolution.
Child L abor in &ri'tain in 'the, Early 1300s
INDUSTRY COMBS TO MANCHESTER, ENGLAND (
HELP WANTED
CHILDREN TO WORK IN THE TEXTILE MILLS
^ QUALIFICATIONS .-sT
0 Must be at least 6 years old
Must be able to work 12- and 13- hour
shifts 6 days a week
Must be able to stay awake for the entire
shift or risk being beaten
Must have small hands to repair broken
threads and replace thread In bobbins
on spinning machines
Must be quick and agile so fingers don't
get stuck or cut off in the machines
PAY
A few pence a day
BENEFITS
I None
R34 Skillbuilder Handbook
Section 4: Creating Presentations
4.6 Creating/Interpreting a
Research Outline
When you CREATE A RESEARCH OUTLINE, you arrange information you have gathered
into an organized format. When you INTERPRET A RESEARCH OUTLINE, you use the out-
line’s structure to guide you in writing a research report or paper that is clear and focused.
Understanding the Skill
STRATEGY: DECIDE HOW IDEAS ARE CONNECTED, THEN CREATE AN OUTLINE. As
you research a topic, you are likely to gather names, dates, facts, and ideas. All of this
information needs to be organized to show how the ideas connect to one another. To
decide how the ideas connect, think about your purpose for writing the research report.
For example, suppose you are writing a report about Napoleon’s retreat from Moscow.
You might choose to create an outline using the sequence of events or using the causes
and effects that led to the destruction of the Grand Army. Your outline would reflect
your purpose.
An outline begins with a
statement of purpose.
An outline is divided into two
or more major sections, intro-
duced by Roman numerals
a ii).
Each major section is divided
into two or more subsections
introduced by capital letters
(A,B).
The subsections may be
divided into sub-subsections
introduced by Arabic numerals
a 2).
STRATEGY: INTERPRET THE OUTLINE TO WRITE A RESEARCH REPORT.
Use the organization of the
outline to choose signal
words that match your
purpose for writing.
Applying the Skill
CREATE YOUR OWN OUTLINE. Read Chapter 29, “The Great War, 1914-1918.”
Create an outline that shows a sequence of events leading up to World War I or that
shows the series of causes and effects that resulted in the war. Choose appropriate sig-
nal words to write a rough draft from your outline.
Skillbuilder Handbook R35
Signal words to show time-order
Si ana! words to show cause and effect
dates- September I4-, I8IZ
because
time frames: for five weeks
so
order • first, next, then, last
as a result
Chronological outline
Cause-and-effect outline
o Purpose: Describe the events that led to
Purpose: Describe the reasons for Napoleon's
Napoleon's defeat in Russia.
defeat in Russia.
© 1. Napoleon's defeat in Russia
1. Napoleon's mistakes
A. June 1812
0 A. troops not loyal to Napoleon
1 . march into Russia
B. waited too long to retreat
2. scorched-earth policy
O' 1. starvation
B. September^ 1812
2. winter snows
1 Battle of Borodino
EL Russian tactics
2 , narrow victory for the French
A. scorched -earth policy
C September 14, 1812
B. no offer of peace from the czar
1 . arrival in Moscow
2. city in flames
0 II. Napoleon's defeat in Russia
A. mid-October 1812
1 , waiting for offer of peace
2* too late to advance
3. begins retreat from Moscow
B. early November 1812
1 . retreat in snow storm
2. attack by Russians
C attacks on the retreating army
Skillbuilder Handbook
Skillbuilder Handbook
Section 4: Creating Presentations
4.7 Creating Oral Presentations
When you CREATE AN ORAL PRESENTATION, you prepare a speech or a talk to give
before an audience. The object of an oral presentation is to provide information about
a particular topic or to persuade an audience to think or act in a particular way.
Understanding the Skill
STRATEGY: CHOOSE A TOPIC. The following is an excerpt from a student’s speech in
support of recycling.
0 State your theme or point
of view.
0 Include facts or arguments
to support your theme.
0 Choose words and images
that reflect the theme. The
comparison to Disneyland is a
visual image that helps to com-
municate the amount of waste
in the Fresh Kills Landfill.
STRATEGY: USE THESE TIPS FOR SUCCESSFUL ORAL PRESENTATIONS.
• Maintain eye contact with your audience.
• Use gestures and body language to emphasize main points.
• Pace yourself. Speak slowly and distinctly.
• Vary your tone to help bring out the message you wish to make.
STRATEGY: PRACTICE THE PRESENTATION in front of a mirror or ask a friend or
family member to listen to your presentation and give you feedback.
Applying the Skill
CREATE YOUR OWN ORAL PRESENTATION. Turn to Chapter 22. Choose a topic from
the “New” section of one of the “Changing Idea” boxes on pages 626, 629, 638, or
642. Create an oral presentation in which you explain how the idea was new and why
it was important. Use information from the chapter to support your chosen idea.
0 To help preserve the earth's dwindling natural resources, Americans need to get serious about
recycling. At the moment, our track record is not very good. Q Although people in the United States
account for less than 5% of the world's population, they use 40% of the world's resources, and
generate a huge amount of waste. The Fresh Kills Landfill, which serves New York City, is a prime
example. It contains so much garbage that Fresh Kills Landfill is 0 four times the size of Disneyland.
And that's just New York's garbage.
With so many people throwing so much away, is there any point in trying to change things?
Tbe answer is yes I Recyling one glass bottle saves enough energy to light a 1 00-watt light bulb for four
hours. Twenty-five million trees could be saved every year by recycling just 10% of our newspapers.
Making new aluminum products from recycled aluminum, rather than from bauxite, uses 95% less
energy. By increasing the recycling of our bottles, jars, cans, and paper, we could dramatically reduce
our demand for trees, fossil fuels, and other precious resources.
R36 Skillbuilder Handbook
Section 4: Creating Presentations
4.8 Creating Written Presentations
CREATING A WRITTEN PRESENTATION means writing an in-depth report on a topic in
history. Your objective may be to inform or to support a particular point of view. To
succeed, your writing must be clear and well organized. For additional information on
creating a historical research paper, see Skillbuilder 4.1, Writing for Social Studies.
Understanding the Skill
STRATEGY: CREATE AN OUTLINE such as the one below. Use it as a guide to write
your presentation.
0 State the main idea.
Q Organize the information The Incan Empire
by category.
Q Add supporting facts J T he Inca created a large and highly developed empire,
and details.
A, A T heocradf
/ M embers of on/ if // families could rule
Z Rulers believed to be descendants of the sun god
3. Religion supported the state ; worship of the sun god,
Inti, amounted to worship o f the king
&- Expansion
i. Rulers conquered new territories to acquire wealth
Z Vachacuti created the largest empire in the Americas
3. Siz-e bif 1500- 1,560 miles along western coast, 16 million people
C. Uni fifing strategies
© / Rulers practiced diplomacif
Z Rulers imposed a single official language, Quechua
3. Schools taught conquered peoples the Incan waifs
4. Extensive sifstem of roads led to Cuz-co, the capita!
D. Early socialism
I. Supported aged and disabled
Z, Rewarded citizens labor with food and beer
E. Cultural hf advanced
/. Elaborate calendar system
Z. Artisans created works in gold and silver
3 Exception no writing system, but oral tradition
Skillbuilder Handbook R37
Skillbuilder Handbook
Skillbuilder Handbook
4.8 (Continued)
STRATEGY: EDIT AND REVISE YOUR PRESENTATION.
© Use punctuation marks for
their correct purposes. A
comma follows a prepositional
phrase at the beginning of a
sentence.
© Capitalize all proper nouns.
Three lines under a letter means
to capitalize.
© Check spelling with both an
electronic spell checker and
a dictionary.
O Use consistent verb tense. Use
past tense for events in the past.
© Check for common agreement
errors. Subjects and verbs must
agree in person and number.
0 Use correct sentence structure.
Every sentence must have a sub-
ject and a verb.
Applying the Skill
CREATE A TWO-PAGE WRITTEN PRESENTATION on a topic of historical importance
that interests you.
T he Incan Empire
T he Inca created the largest empire ever seen in the Americas. Despite its siz^e © ^he
Incan Empire was highly unified. Jfs government was diplomatic , bureaucratic , and socialist
in nature , and its ruler was believed to be a god- king.
The )ncan ruler was selected from one of If noble families, who were believed to have
descended from Qhfti, the sun god. Religion therefore supported the state , for worship
of the sun god amounted to worship of the king . T hus t the empire was a theocracy, which
is a state believed to be ruled directly by divine guidance .
The empires expansion was largely the result of an important tradition dead rulers
retained the wealth they Qacvmuiated during their lives. To acquire wealth of their
own t succeeding rulers often attempted to conquer new territories . One such ruler ,
Pachacuti , conquered all of Peru and many neighboring lands as well. 1500, the Incan
Empire extended 1,560 miles along the coast of western South America and included
an estimated t€ million people,
Incan rulers used a number of strategies to achieve unification. They practiced
diplomacy by allowing conquered peoples to retain their own customs as long as they
were loyal to the state. T he Inca imposed a single official language, Quechua, to be used
throughout the empire. They founded schools to teach Incan ways . T hey © build I A, 660
miles of roads and bridges, which connected cities in conquered areas with Cuz-co,
the Incan capital
T he government s concern for the welfare of its citizens suggests an early form of
socialism. Citiz-ens worked for the si&te and, in turn, were taken care of At public feasts,
© were
was distributed as a reward for labor . addition, the aged and disabled
often received state support.
Among the many cultural achievements of the Inca were the development of an
elaborate calendar system and the creation of beautiful works in gold and silver,
© ■the ittca had
no system of writing. T hey preserved their history and literature by
means of an oral tradition.
R38 Skillbuilder Handbook
Primary Source Handbook
CONTENTS
Unit 1
Rig Veda, Creation Hymn (Chapter 3) R40
Bible, Psalm 23 (Chapter 3) R41
Confucius, Analects (Chapter 4) R42
Unit 2
Thucydides, History of the Peloponnesian War (Chapter 5) R43
Plato, The Apology (Chapter 5) R44
Tacitus, Annals (Chapter 6) R45
Unit 3
Qur'an (Chapter 10) R46
Sei Shonagon, The Pillow Book (Chapter 12) R47
Magna Carta (Chapter 14) R48
Unit 4
Popol Vuh (Chapter 1 6) R49
Niccolo Machiavelli, The Prince (Chapter 17) R50
Sir Thomas More, Utopia (Chapter 17) R51
Unit 5
James Madison, The Federalist, "Number 51" (Chapter 22) R52
Mary Wollstonecraft, A Vindication of the Rights of Woman (Chapter 22) R53
Elisabeth Vigee-Lebrun, Memoirs of Madame Vigee-Lebrun (Chapter 23) R54
Unit 6
Sadler Committee, Report on Child Labor (Chapter 25) R55
Abraham Lincoln, Second Inaugural Address (Chapter 26) R56
Elizabeth Cady Stanton, The Natural Rights of Civilized Women (Chapter 26) R57
Unit 7
Woodrow Wilson, The Fourteen Points (Chapter 29) R58
Elie Wiesel, Night (Chapter 32) R59
Jeanne Wakatsuki Houston, Farewell to Manzanar (Chapter 32) R60
Unit 8
Nelson Mandela, Inaugural Address (Chapter 35) R61
Martin Luther King, Jr., I Have a Dream (Chapter 36) R62
Cesar Chavez, An Open Letter (Chapter 36) R63
Primary Source Handbook R39
Primary Source Handbook
Primary Source Handbook
from the Rig Veda
SETTING THE STAGE The Rig Veda is one of the sacred scriptures of the Aryans, who
invaded India around 1500 B.c. The oldest of four Vedas, or books of wisdom, it contains 1,028
hymns to Aryan gods. The “Creation Hymn” speculates about how the world was created.
PRIMARY SOURCE
There was neither non-existence nor existence then;
there was neither the realm of space nor the sky
which is beyond. What stirred? Where? In whose
protection? Was there water, bottomlessly deep?
There was neither death nor immortality then.
There was no distinguishing sign of night nor of
day. That one breathed, windless, by its own
impulse. Other than that there was nothing beyond.
Darkness was hidden by darkness in the beginning;
with no distinguishing sign, all this was water. The
life force that was covered with emptiness, that one
arose through the power of heat.
Desire came upon that one in the beginning; that
was the first seed of mind. Poets seeking in their
heart with wisdom found the bond of existence in
non-existence.
Their cord was extended across. Was there below?
Was there above? There were seed-placers; there
were powers. There was impulse beneath; there was
giving-forth above.
Who really knows? Who will here proclaim it?
Whence was it produced? Whence is this creation?
The gods came afterwards, with the creation of this
universe. Who then knows whence it has arisen?
Whence this creation has arisen — perhaps it formed
itself, or perhaps it did not — the one who looks
down on it, in the highest heaven, only he knows —
or perhaps he does not know.
a Indra, the Aryan god of war,
seated on an elephant
DOCUMENT-BASED QUESTIONS
1 . What is the basic two-part structure of the
" Creation Hymn"?
2. Who knows how the universe was created \
according to the "Creation Hymn"?
3 . What questions does the hymn raise about how
the universe was created? What answers does it
give?
4 . What are you told about "that one" who is
mentioned in the hymn?
5 . What might the following words mean: "The
gods came afterwards, with the creation of this
universe"?
R40 Primary Source Handbook
from the King James Bible, Psalm 23
SETTING THE STAGE The Book of Psalms is the hymnal of ancient Israel. Most of the psalms
were written to be used during worship in the temple. Many have been traditionally attributed to
King David, who ruled over Israel around 1000 b.c. The Book of Psalms contains 150 songs on
a variety of topics. Psalm 23 focuses on the relationship between God and the individual.
PRIMARY SOURCE
The Lord is my shepherd;
I shall not want.
He maketh me to lie down in green pastures;
he leadeth me beside the still waters;
he restoreth my soul.
He leadeth me in the paths of righteousness
for his name’s sake.
Yea, though I walk through the valley
of the shadow of death,
I will fear no evil: for thou art with me;
thy rod and thy staff they comfort me.
Thou preparest a table before me
in the presence of mine enemies:
Thou anointest my head with oil; my cup runneth over.
Surely goodness and mercy shall follow me
all the days of my life,
and I will dwell in the house of the Lord forever.
a David, the young shepherd,
plays his pipe and a bell.
DOCUMENT-BASED QUESTIONS
1 . The rod and the staff are two tools of the
shepherd. What does this suggest about the role
of the Lord [ "my shepherd "?
2. What kind of relationship does the person
speaking have with the Lord?
3. In this psalm , the Lord is also presented as a
generous host What are some examples of this?
4. Why does the speaker expect goodness and
mercy to follow him all the days of his life?
Primary Source Handbook R41
Primary Source Handbook
Primary Source Handbook
from the Analects of Confucius
SETTING THE STAGE The Analects (analect means “a selection”) is a short collection of
about 500 sayings, dialogues, and brief stories, that was put together over a period of many years
following Confucius’ death. The Analects presents Confucius’ teachings on how people should
live to create an orderly and just society. Over time, Confucian thought became the basis for the
Chinese system of government and remained a part of Chinese life into the 20th century.
PRIMARY SOURCE
The Master [Confucius] said: “Don’t worry if people don’t recognize
your merits; worry that you may not recognize theirs.” (1.16)
The Master said: “To study without thinking is futile [useless]. To think
without studying is dangerous.” (2.15)
Lord Ji Kang asked: “What should I do in order to make the people
respectful, loyal, and zealous?” The Master said: “Approach them with
dignity and they will be respectful. Be yourself a good son and a kind
father, and they will be loyal. Raise the good and train the incompetent,
and they will be zealous.” (2.20)
The Master said: “Authority without generosity, ceremony without
reverence, mourning without grief — these, I cannot bear to
contemplate.” (3.26)
The Master said: “Don’t worry if you are without a position; worry lest
you do not deserve a position. Do not worry if you are not famous;
worry lest you do not deserve to be famous.” (4.14)
The Master said: “Without ritual, courtesy is tiresome; without ritual,
prudence is timid; without ritual, bravery is quarrelsome; without ritual,
frankness is hurtful. When gentlemen treat their kin generously,
common people are attracted to goodness; when old ties are not
forgotten, common people are not fickle.” (8.2)
Zingong asked: “Is there any single word that could guide one’s entire
life?” The master said: “Should it not be reciprocity? What you do not
wish for yourself, do not do to others.” (15.24)
a Confucius
DOCUMENT-BASED QUESTIONS
1 . What kinds of behavior does Confucius talk
about in the Analects?
2. Do you think Confucius views human nature in
an optimistic or a pessimistic way? Explain your
opinion.
3. What does Confucius mean by reciprocity?
4. What kind of person does Confucius seem to be?
5. Are the teachings in the Analects surprising in
any way? Explain.
6. Does Confucius seem more concerned with
individual behavior or with behavior toward
others?
R42 Primary Source Handbook
from History of the Peloponnesian War
by Thucydides
SETTING THE STAGE Thucydides was a Greek historian who wrote about the bitter 27-
year-long Peloponnesian War between Athens and Sparta. As one of the ten military leaders
of Athens, Thucydides was probably in attendance when Pericles, the greatest Athenian states-
man of his time, gave a funeral oration. This speech honored the Athenian warriors who had
been killed during the first year of the war. In the following excerpt, Pericles speaks of the dis-
tinctive qualities of Athens.
PRIMARY SOURCE
Our love of what is beautiful does not lead to extravagance;
our love of the mind does not make us soft. We regard
wealth as something to be properly used, rather than as
something to boast about. As for poverty, no one need be
ashamed to admit it: the real shame is in not taking practical
measures to escape from it. Here each individual is
interested not only in his own affairs but in the affairs of
state as well: even those who are mostly occupied with their
own business are extremely well-informed on general
politics — this is a peculiarity of ours: we do not say that a
man who takes no interest in politics is a man who minds
his own business; we say that he has no business here at all.
We Athenians, in our own persons, take our decisions on
policy or submit them to proper discussions: for we do not
think that there is an incompatibility between words and
deeds; the worst thing is to rush into action before the
consequences have been properly debated. And this is
another point where we differ from other people. We are
capable at the same time of taking risks and of estimating
them beforehand. Others are brave out of ignorance; and,
when they stop to think, they begin to fear. But the man who
can most truly be accounted brave is he who best knows the
meaning of what is sweet in life and of what is terrible, and
then goes out undeterred to meet what is to come.
a Bust of Pericles; Roman
copy of the Greek original
DOCUMENT-BASED QUESTIONS
1 . Why is it important to Pericles that all citizens
participate in public life?
2 . What seems to be the Athenians' attitude toward
politics?
3. Why do the Athenians view public discussion as
useful before taking action?
4. In what ways do Athenians lead a balanced life ,
according to Pericles?
5. What is Pericles's definition of courage?
6. According to Pericles , who has political power in
Athens?
Primary Source Handbook R43
Primary Source Handbook
Primary Source Handbook
from the Apology
by Plato
SETTING THE STAGE Socrates and Plato were two of the most important philosophers in
history. Plato studied under Socrates in Athens. Though Socrates was popular with the young,
some Athenians viewed him as a threat to Athenian traditions and ideals. In 399 B.C., a group
of citizens came together to prosecute him, charging him with neglecting the gods of Athens
and corrupting its youth. Socrates was brought to trial. A jury of 500 citizens heard the charges
against him; then Socrates presented his own defense. By a majority of votes, Socrates was
sentenced to death. Plato attended Socrates’ trial and later based the Apology on his memory
of what he had heard. In the following excerpt, Socrates addresses the jury.
PRIMARY SOURCE
Well, gentlemen, for the sake of a very small gain in time you are going to earn
the reputation — and the blame from those who wish to disparage [belittle] our
city — of having put Socrates to death, “that wise man” — because they will say I
am wise even if I am not, these people who want to find fault with you. If you
had waited just a little while, you would have had your way in the course of
nature. You can see that I am well on in life and near to death. . . .
No doubt you think, gentlemen, that I have been condemned for lack of the
arguments which I could have used if I had thought it right to leave nothing unsaid
or undone to secure my acquittal. But that is very far from the truth. It is not a
lack of arguments that has caused my condemnation, but a lack of effrontery [rude
boldness] and impudence, and the fact that I have refused to address you in the
way which would give you most pleasure. You would have liked to hear me weep
and wail, doing and saying all sorts of things which I regard as unworthy of
myself, but which you are used to hearing from other people. But I did not think
then that I ought to stoop to servility [disgracefully humble behavior] because I
was in danger, and I do not regret now the way in which I pleaded my case. I
would much rather die as the result of this defense than live as the result of the
other sort. In a court of law, just as in warfare, neither I nor any other ought to use
his wits to escape death by any means. In battle it is often obvious that you could
escape being killed by giving up your arms and throwing yourself upon the mercy
of your pursuers, and in every kind of danger there are plenty of devices for
avoiding death if you are unscrupulous enough to stick at nothing. But I suggest,
gentlemen, that the difficulty is not so much to escape death; the real difficulty is
to escape from doing wrong, which is far more fleet of foot.
a Roman fresco painting
of Socrates
DOCUMENT-BASED QUESTIONS
1 . Socrates says that if his accusers would have
waited ' they could have had what they wanted.
What do they want?
2. Socrates insists that he would rather die than
have to defend himself in a different way. What
would be so wrong if Socrates had defended
himself in a different way?
R44 Primary Source Handbook
3. What does Socrates mean when he says that evil
is more of a threat to people than death?
4. Why doesn't Socrates tell the jury what it wants
to hear?
5. What values do you think are most important to
Socrates?
from the Annals
by Tacitus
SETTING THE STAGE Tacitus was one of the greatest historians of ancient Rome. He lived
in troubled times (a.d. 56-120) when plague and fire frequently ravaged Rome. The Annals
deals with events from the death of Augustus in a.d. 14 to the death of Nero in a.d. 68. In the
following excerpt, Tacitus tells about a terrible fire that swept through Rome in a.d. 64. The
fire began near the Circus Maximus, an arena in which chariot races were held, and raged out
of control for several days. At the time, Nero was emperor. Many Romans believed that Nero
himself had set fire to the city in order to rebuild it according to his own designs.
PRIMARY SOURCE
Now started the most terrible and destructive fire
which Rome had ever experienced. It began in the
Circus, where it adjoins the . . . hills. Breaking out in
shops selling inflammable goods, and fanned by the
wind, the conflagration [large fire] instantly grew and
swept the whole length of the Circus. There were no
walled mansions or temples, or any other obstructions
which could arrest it. First, the fire swept violently
over the level spaces. Then it climbed the hills — but
returned to ravage the lower ground again. It
outstripped every countermeasure. The ancient city’s
narrow winding streets and irregular blocks
encouraged its progress.
Terrified, shrieking women, helpless old and young,
people intent on their own safety, people unselfishly
supporting invalids or waiting for them, fugitives and
lingerers alike — all heightened the confusion. When
people looked back, menacing flames sprang up
before them or outflanked them. When they escaped to
a neighboring quarter, the fire followed — even
districts believed remote proved to be involved.
Finally, with no idea where or what to flee, they
crowded on to the country roads, or lay in the fields.
Some who had lost everything — even their food for
the day — could have escaped, but preferred to die. So
DOCUMENT-BASED QUESTIONS
1 . Who might have ordered the menacing gangs to
keep the fire burning?
2 . What might have been Nero's motive if he
indeed caused the fire to be started?
3 . What actions of Nero suggest that he may not
have ordered the burning of Rome?
did others, who had failed to rescue their loved ones.
Nobody dared fight the flames. Attempts to do so
were prevented by menacing gangs. Torches, too, were
openly thrown in, by men crying that they acted under
orders. Perhaps they had received orders. Or they may
just have wanted to plunder unhampered.
Nero was at Antium. He only returned to the city
when the fire was approaching the mansion he had
built to link the Gardens of Maecenas to the Palatine.
The flames could not be prevented from overwhelming
the whole of the Palatine, including his palace.
Nevertheless, for the relief of the homeless, fugitive
masses he threw open the Field of Mars, including
Agrippa’s public buildings, and even his own gardens.
Nero also constructed emergency accommodation for
the destitute [poor] multitude. Food was brought from
Ostia and neighboring towns, and the price of corn
was cut. . . . Yet these measures, for all their popular
character, earned no gratitude. For a rumor had spread
that, while the city was burning, Nero had gone to his
private stage and, comparing modern calamities with
ancient, had sung of the destruction of Troy. . . .
[P]eople believed that Nero was ambitious to found
a new city to be called after himself.
4 . What effect might a public calamity such as a
fire or an earthquake have on political stability?
5 . What different interpretations might the people
of the time have given to such an event?
6 . What might you have done to save yourself in
the burning of Rome?
Primary Source Handbook R45
Primary Source Handbook
Primary Source Handbook
from the Qur'an
SETTING THE STAGE In about a.d. 610, when the prophet Muhammad was 40 years old, he
is said to have received his first visit from the archangel Gabriel. According to tradition, dur-
ing this visit Gabriel revealed the Word of God to Muhammad. This revelation, or act of reveal-
ing, was the first of many experienced by Muhammad throughout his life. Together, these
revelations formed the basis of the faith called Islam, which literally means “surrender to the
will of Allah” (God). At first Muhammad reported God’s revelations orally, and his followers
memorized them and recited them in ritual prayers. Later the revelations were written down in
a book called the Qur’an, which means “recitation.”
PRIMARY SOURCE
The Exordium
In the Name of God, the Compassionate, the Merciful
Praise be to God, Lord of the Universe,
The Compassionate, the Merciful,
Sovereign of the Day of Judgment!
You alone we worship, and to You alone we turn for help.
Guide us to the straight path,
The path of those whom You have favored,
Not of those who have incurred Your wrath,
Nor of those who have gone astray.
Faith in God
In the Name of God, the Compassionate, the Merciful
All that is in the heavens and the earth gives glory to God.
He is the Mighty, the Wise One.
It is He that has sovereignty over the heavens and
the earth. He ordains life and death, and has power
over all things.
He is the First and the Last, the Visible and the
Unseen. He has knowledge of all things.
It was He who created the heavens and the earth in
six days, and then mounted the throne. He knows all
that goes into the earth and all that emerges from it, all
that comes down from heaven and all that ascends to it.
He is with you wherever you are. God is cognizant
[aware] of all your actions.
▲ Qur'an with colored inscriptions and decorative
medallions from the 12th or 13th century
He has sovereignty over the heavens and the earth.
To God shall all things return. He causes the night to
pass into the day, and causes the day to pass into the
night. He has knowledge of the inmost thoughts
of men.
Have faith in God and His Apostle and give in
alms of that which He has made your inheritance;
for whoever of you believes and gives in alms shall
be richly rewarded.
And what cause have you not to believe in God,
when the Apostle calls on you to have faith in your
Lord, who has made a covenant [agreement] with
you, if you are true believers?
DOCUMENT-BASED QUESTIONS
1. Exordium means a beginning or introduction.
What qualities of God are emphasized in " The
Exordium "?
2. What might be the purpose of the first five
paragraphs in "Faith in God"?
3. What are some of the qualities and actions that
make a person righteous?
R46 Primary Source Handbook
4. How do these excerpts support the idea of "God,
the Compassionate , the Merciful"?
5. How might the words of the Qur'an be applied
to governments or social groups?
6. What kind of rules or guidelines for behavior do
you think a person should follow in life? How do
these compare with those in the Qur'an?
from The Pillow Book
by Sei Shonagon
SETTING THE STAGE Sei Shonagon served as a lady in waiting to Empress Sadako during
the last decade of the 900s. During this period, Shonagon kept a diary recording many aspects
of court life. This diary was published as The Pillow Book , a collection of character sketches,
lists, anecdotes, and poems that provides a vivid glimpse into the lives of the Japanese nobil-
ity during the Heian period (794-1185). During this period, the capital was moved to Heian,
the present-day city of Kyoto, and a highly refined court society arose among the upper class.
The book reveals Shonagon as an intelligent woman who enjoyed conversing and matching
wits with men as equals. Scholar and translator Arthur Waley has called the collection of
observations and anecdotes of Heian court life “the most important document of the period
that we possess.”
PRIMARY SOURCE
from “Hateful Things”
One is in a hurry to leave, but one’s visitor keeps
chattering away. If it is someone of no importance, one
can get rid of him by saying, “You must tell me all
about it next time”; but, should it be the sort of visitor
whose presence commands one’s best behavior, the
situation is hateful indeed. . . .
A man who has nothing in particular to recommend
him discusses all sorts of subjects at random as though
he knew everything. . . .
To envy others and to complain about one’s own
lot; to speak badly about people; to be inquisitive
about the most trivial matters and to resent and abuse
people for not telling one, or, if one does manage to
worm out some facts, to inform everyone in the most
detailed fashion as if one had known all from the
beginning — oh, how hateful!
One is just about to be told some interesting piece
of news when a baby starts crying.
A flight of crows circle about with loud caws.
An admirer has come on a clandestine [secret] visit,
but a dog catches sight of him and starts barking. One
feels like killing the beast. . . .
One has gone to bed and is about to doze off when
a mosquito appears, announcing himself in a reedy
voice. One can actually feel the wind made by his
wings and, slight though it is, one finds it hateful in
the extreme.
A carriage passes with a nasty, creaking noise.
Annoying to think that the passengers may not even be
aware of this! If I am traveling in someone’s carriage
and I hear it creaking, I dislike not only the noise but
also the owner of the carriage.
One is in the middle of a story when someone butts
in and tries to show that he is the only clever person in
the room. Such a person is hateful, and so, indeed, is
anyone, child or adult, who tries to push himself
forward.
One is telling a story about old times when
someone breaks in with a little detail that he happens
to know, implying that one’s own version is
inaccurate — disgusting behavior! . . .
A newcomer pushes ahead of the other members in
a group; with a knowing look, this person starts laying
down the law and forcing advice upon everyone —
most hateful.
DOCUMENT-BASED QUESTIONS
1 . What sort of listing does this excerpt provide?
2. How would you describe the author, based on
the things she finds hateful?
3. Murasaki Shikibu, a contemporary described
Shonagon as self-satisfied. Do you agree or
disagree?
4. What might Shonagon's list of hateful things
suggest about Heian court life?
5. Which item in Shonagon's list do you find most
hateful?
Primary Source Handbook R47
Primary Source Handbook
Primary Source Handbook
from the Magna Carta
SETTING THE STAGE King John ruled England from 1199 to 1216. When he raised taxes
to finance his wars, his nobles revolted. On June 15, 1215, they forced King John to agree to
the Magna Carta (Great Charter). This document, drawn up by English nobles and reluctantly
approved by the king, guaranteed certain basic political rights.
PRIMARY SOURCE
1 . In the first place [I, John,] have granted to God and
by this for our present Charter have confirmed, for us
and our heirs . . . , that the English church shall be
free, and shall have its rights undiminished and its
liberties unimpaired. . . . We have also granted to all
the free men of our realm for ourselves and our heirs
for ever, all the liberties written below, to have and
hold, them and their heirs from us and our heirs. . . .
12. No scutage [tax] or aid is to be levied in our realm
except by the common counsel of our realm, unless it
is for the ransom of our person, the knighting of our
eldest son or the first marriage of our eldest daughter;
and for these only a reasonable aid is to be levied. Aids
from the city of London are to be treated likewise.
13. And the city of London is to have all its ancient
liberties and free customs both by land and water.
Furthermore, we will and grant that all other cities,
boroughs, towns and ports shall have all their liberties
and free customs.
20. A free man shall not be amerced [fined] for a
trivial offense; and for a serious offense he shall be
amerced according to its gravity, saving his livelihood;
and a merchant likewise, saving his merchandise; in
the same way a villein [serf] shall be amerced saving
his wainage [farming tools]; if they fall into our mercy.
And none of the aforesaid amercements shall be
imposed except by the testimony of reputable men of
the neighborhood.
a King John signs the Magna Carta.
21. Earls and barons shall not be amerced [fined]
except by their peers and only in accordance with the
nature of the offense. . . .
38. Henceforth no bailiff shall put anyone on trial by
his own unsupported allegation, without bringing
credible witnesses to the charge.
39. No free man shall be taken or imprisoned or
disseised [dispossessed] or outlawed or exiled or in
any way ruined, nor will we go or send against him,
except by the lawful judgment of his peers or by the
law of the land.
40. To no one will we sell, to no one will we deny or
delay right or justice.
DOCUMENT-BASED QUESTIONS
1 . According to Article 1, to whom does the king
grant the rights enumerated in the Magna Carta?
2 . What are some of the liberties granted by the
king to his subjects?
3 . What do Articles 38 and 39 suggest about the
fairness of arrests and trials in King John's
England?
4 . What does Article 40 suggest about the king's
use of power?
5 . What impact might the Magna Carta have had
on developing ideas of representative
government?
R48 Primary Source Handbook
from the Popol Villi
SETTING THE STAGE The selection you are about to read is an excerpt from an important
Maya work — the Popol Vuh. The Popol Vuh, or “Book of the Community,” contains the Maya
story of the creation of the world. It was written not long after the Spanish conquest by an
anonymous Maya noble, who may have been trying to keep the work from becoming lost as a
result of his people’s defeat.
PRIMARY SOURCE
This is the beginning of the Ancient Word, here in this
place called Quiche. Here we shall inscribe, we shall
implant the Ancient Word, the potential and source for
everything done in the citadel of Quiche, in the nation
of Quiche people. . . .
This is the account, here it is:
Now it still ripples, now it still murmurs, ripples, it
still sighs, still hums, and it is empty under the sky.
Here follow the first words, the first eloquence:
There is not yet one person, one animal, bird, fish,
crab, tree, rock, hollow, canyon, meadow, forest. Only
the sky alone is there; the face of the earth is not
clear. Only the sea alone is pooled under all the sky;
there is nothing whatever gathered together. It is at
rest; not a single thing stirs. It is held back, kept at
rest under the sky.
Whatever there is that might be is simply not there:
only the pooled water, only the calm sea, only it alone
is pooled.
Whatever might be is simply not there: only
murmurs, ripples, in the dark, in the night. Only the
Maker, Modeler alone, Sovereign Plumed Serpent, the
Bearers, Begetters are in the water, a glittering light.
They are there, they are enclosed in quetzal feathers,
in blue-green.
Thus the name, “Plumed Serpent.” They are great
knowers, great thinkers in their very being.
DOCUMENT-BASED QUESTIONS
1 . What are some of the names of the gods in this
excerpt?
2. What are the gods thinking and talking about in
this excerpt?
3. How do the gods seem to feel about their
creation?
And of course there is the sky, and there is also the
Heart of Sky. This is the name of the god, as it is
spoken.
And then came his word, he came here to the
Sovereign Plumed Serpent, here in the blackness, in
the early dawn. He spoke with the Sovereign Plumed
Serpent, and they talked, then they thought, then they
worried. They agreed with each other, they joined their
words, their thoughts. Then it was clear, then they
reached accord in the light, and then humanity was
clear, when they conceived the growth, the generation
of trees, of bushes, and the growth of life, of
humankind, in the blackness, in the early dawn, all
because of the Heart of Sky, named Hurricane.
Thunderbolt Hurricane comes first, the second is
Newborn Thunderbolt, and the third is Sudden
Thunderbolt. So there were three of them, as Heart of
Sky, who came to the Sovereign Plumed Serpent,
when the dawn of life was conceived: “How should
the sowing be, and the dawning? Who is to be the
provider, nurturer?”
“Let it be this way, think about this: this water
should be removed, emptied out for the formation of
the earth’s own plate and platform, then should come
the sowing, the dawning of the sky-earth. But there
will be no high days and no bright praise for our work,
our design, until the rise of the human work, the
human design,” they said.
4. Why do the gods seem to think that humans are
necessary to their creation?
5. What does this seem to imply about the
relationship between gods and humans?
6. What surprised you most as you read this
excerpt from the Popol Vuh?
Primary Source Handbook R49
Primary Source Handbook
Primary Source Handbook
from The Prince
by Niccold Machiavelli
SETTING THE STAGE Niccolo Machiavelli wrote a political guidebook for Renaissance
rulers titled The Prince (1513). Machiavelli wrote the book to encourage Lorenzo de’ Medici
to expand his power in Florence. The book argues for a practical, realistic view of human
nature and politics.
PRIMARY SOURCE
A prince should make himself feared in such a way that if he does not
gain love, he at any rate avoids hatred; for fear and the absence of hatred
may well go together, and will be always attained by one who abstains
from interfering with the property of his citizens and subjects or with their
women. And when he is obliged to take the life of any one, let him do so
when there is a proper justification and manifest reason for it; but above
all he must abstain from taking the property of others, for men forget
more easily the death of their father than the loss of their patrimony. Then
also pretexts for seizing property are never wanting, and one who begins
to live by rapine will always find some reason for taking the goods of
others, whereas causes for taking life are rarer and more fleeting.
But when the prince is with his army and has a large number of
soldiers under his control, then it is extremely necessary that he should
not mind being thought cruel; for without this reputation he could not
keep an army united or disposed to any duty. Among the noteworthy
actions of Hannibal is numbered this, that although he had an enormous
army, composed of men of all nations and fighting in foreign countries,
there never arose any dissension [disagreement] either among them or
against the prince, either in good fortune or in bad. This could not be
due to anything but his inhuman cruelty, which together with his infinite
other virtues, made him always venerated and terrible in the sight of his
soldiers, and without it his other virtues would not have sufficed to
produce that effect. Thoughtless writers admire on the one hand his
actions, and on the other blame the principal cause of them.
And that it is true that his other virtues would not have sufficed may
be seen from the case of Scipio [a famous Roman general and opponent
of Hannibal] . . . , whose armies rebelled against him in Spain, which
arose from nothing but his excessive kindness, which allowed more
license to the soldiers than was consonant with military discipline.
vs
NICQL : M/CCHIAVEU
M
a Niccolo Machiavelli
DOCUMENT-BASED QUESTIONS
1 . What does Machiavelli believe is the relationship
for a ruler and his people between fear on the
one hand and love and hatred on the other?
2. Why does Machiavelli say that a ruler must show
himself to be capable of cruelty to his army?
3. What does Machiavelli cite Hannibal as an
example of? Explain.
R50 Primary Source Handbook
4. How was the Roman general Scipio different
from Hannibal?
5. Why does Machiavelli consider cruelty a virtue in
a leader?
6. Are Machiavelli's thoughts on rulers still relevant
today? Why or why not?
from Utopia
by Sir Thomas More
SETTING THE STAGE Sir Thomas More’s Utopia is a work of fiction devoted to the explo-
ration of ideas. In 1516, when Utopia was published, English society was marked by great
extremes in wealth, education, and status. In his book, More criticizes the evils of poverty and
wealth that he sees in England. More describes a faraway land called Utopia that does not have the
inequalities and injustices of England. Utopian society is governed according to principles of rea-
son. As a result, everyone has work and everyone is educated. Since private property has been
abolished there, the citizens have no need for money. Instead, all that is produced is shared equally.
PRIMARY SOURCE
Agriculture is the one pursuit which is common to all, both men and
women, without exception. They are all instructed in it from childhood,
partly by principles taught in school, partly by field trips to the farms
closer to the city as if for recreation. Here they do not merely look on,
but, as opportunity arises for bodily exercise, they do the actual work.
Besides agriculture (which is, as I said, common to all), each is taught
one particular craft as his own. This is generally either wool- working or
linen-making or masonry or metal-working or carpentry. There is no
other pursuit which occupies any number worth mentioning. As for
clothes, these are of one and the same pattern throughout the island and
down the centuries, though there is a distinction between the sexes and
between the single and the married. The garments are comely [pleasing]
to the eye, convenient for bodily movement, and fit for wear in heat and
cold. Each family, I say, does its own tailoring.
Of the other crafts, one is learned by each person, and not the men
only, but the women too. The latter as the [women] have the lighter
occupations and generally work wool and flax. To the men are committed
the remaining more laborious crafts. For the most part, each is brought up
in his father’s craft, for which most have a natural inclination. But if
anyone is attracted to another occupation, he is transferred by adoption to
a family pursuing that craft for which he has a liking. Care is taken not
only by his father but by the authorities, too, that he will be assigned to a
[serious] and honorable householder. Moreover, if anyone after being
thoroughly taught one craft desires another also, the same permission is
given. Having acquired both, he practices his choice unless the city has
more need of the one than of the other.
a Title page of a French
edition of Utopia
DOCUMENT-BASED QUESTIONS
1 . How many occupations does each Utopian
have? What are they?
2. Why might Utopians all wear clothes cut from
the same pattern?
3. Most Utopian men learn their father's craft ; and
most workers follow the same schedules. What
are the benefits and drawbacks of such a system?
4. What might be some of the advantages of living
in Utopia?
5. What might be some of the disadvantages of
living in Utopia?
6. What present-day societies do you think are
most like Utopia? Explain.
Primary Source Handbook R51
Primary Source Handbook
Primary Source Handbook
from The Federalist, "Number 51"
by James Madison
SETTING THE STAGE James Madison wrote 29 of the essays in The Federalist papers to
argue in favor of ratifying the Constitution of the United States. In The Federalist, '‘Number
51,” Madison explains how the government set up by the Constitution will protect the rights of
the people by weakening the power of any interest, or group, to dominate the government.
PRIMARY SOURCE
It is of great importance in a republic not only to guard against the
oppression of its rulers, but to guard one part of the society against the
injustice of the other part. Different interests necessarily exist in
different classes of citizens. If a majority be united by a common
interest, the rights of the minority will be insecure. There are but two
methods of providing against this evil: the one by creating a will in the
community independent of the majority — that is, of the society itself;
the other, by comprehending in the society so many separate
descriptions of citizens as will render an unjust combination of a
majority of the whole very improbable, if not impracticable. . . .
Whilst all authority in it will be derived from and dependent on the
society, the society itself will be broken into so many parts, interests and
classes of citizens, that the rights of individuals, or of the minority, will
be in little danger from interested combinations of the majority. In a free
government the security for civil rights must be the same as that for
religious rights. It consists in the one case in the multiplicity of interests,
and in the other in the multiplicity of sects. . . .
In the extended republic of the United States, and among the great
variety of interests, parties, and sects which it embraces, a coalition of a
majority of the whole society could seldom take place on any other
principles than those of justice and the general good. . . .
It is no less certain that it is important . . . that the larger the society,
provided it lie within a practicable sphere, the more duly capable it will
be of self-government. And happily for the republican cause, the
practicable sphere may be carried to a very great extent by a judicious
modification and mixture of the federal principle.
a James Madison
DOCUMENT-BASED QUESTIONS
1 . Madison argues that society must be protected
from abuses by rulers and by whom else?
2 . What two methods does Madison suggest a
society can use to protect minority rights?
3 . Does Madison regard special interests in a
society as a good thing or a bad? Explain.
4 . Why does Madison believe that a large republic
is likely to protect justice?
5 . Why does Madison believe that a society broken
into many parts will not endanger minority rights?
6 . Does Madison think most people work for the
common good or their own interests? Explain.
R52 Primary Source Handbook
from A Vindication of the Rights of Woman
by Mary Wollstonecraft
SETTING THE STAGE Although a number of 18th-century British writers discussed the role
of women in society, none became as celebrated for her feminist views as Mary Wollstonecraft
(1759-1797). Early in her life, Wollstonecraft learned the value of independence and became
openly critical of a society that treated females as inferior creatures who were socially, finan-
cially, and legally dependent on men. In 1792, Wollstonecraft published A Vindication of the
Rights of Woman , in which she called for an end to the prevailing injustices against females.
Although her opinions on women’s rights may seem conservative by modern standards, they
were radical in 1 8th-century Britain.
PRIMARY SOURCE
My own sex, I hope, will excuse me if I treat them like rational creatures,
instead of flattering their fascinating graces, and viewing them as if they
were in a state of perpetual childhood, unable to stand alone. I earnestly
wish to point out in what true dignity and human happiness consists — I
wish to persuade women to endeavor to acquire strength, both of mind
and body, and to convince them that the soft phrases, susceptibility of
heart, delicacy of sentiment, and refinement of taste, are almost
synonymous with epithets [terms] of weakness, and that those beings
who are only the objects of pity and that kind of love, which has been
termed its sister, will soon become objects of contempt. . . .
The education of women has, of late, been more attended to than
formerly; yet they are still reckoned a frivolous sex, and ridiculed or
pitied by the writers who endeavor by satire or instruction to improve
them. It is acknowledged that they spend many of the first years of their
lives in acquiring a smattering of accomplishments; meanwhile strength
of body and mind are sacrificed to libertine [indecent] notions of beauty,
to the desire of establishing themselves — the only way women can rise
in the world — by marriage. And this desire making mere animals of
them, when they marry they act as such children may be expected to act:
they dress, they paint, and nickname God’s creatures. Surely these weak
beings are only fit for a seraglio [harem] ! Can they be expected to
govern a family with judgment, or take care of the poor babes whom
they bring into the world?
DOCUMENT-BASED QUESTIONS
1 . What is the subject and purpose of
Wollstonecraft's essay?
2. According to Wollstonecraft, why isn't the system
of marriage beneficial to women?
3. Would you like to hear Wollstonecraft speak on
women's rights? Why or why not?
4. How does a woman's lack of education affect
her husband and children?
5. Do you think that Wollstonecraft believes in the
complete equality of men and women?
6. In your opinion , what social issues would
concern Wollstonecraft today? Would she still
feel a need to defend women's rights?
Primary Source Handbook R53
Primary Source Handbook
Primary Source Handbook
from the Memoirs of Madame Vigee-Lebrun
by Elisabeth Vigee-Lebrun
SETTING THE STAGE Elisabeth Vigee-Lebrun was a gifted artist who painted portraits of
the French nobility. In her memoirs she recalls events of her own life amidst the turmoil of the
French Revolution, which began in 1789. She frequently painted Marie Antoinette, queen of
France. Vigee-Lebrun became frightened by the increasingly aggressive harassment of the
nobility by the revolutionaries and resolved to leave France. She and her daughter escaped at
night by stagecoach.
PRIMARY SOURCE
I had my carriage loaded, and my passport ready, so that I
might leave next day with my daughter and her governess,
when a crowd of national guardsmen burst into my room
with their muskets. Most of them were drunk and shabby,
and had terrible faces. A few of them came up to me and
told me in the coarsest language that I must not go, but that
I must remain. I answered that since everybody had been
called upon to enjoy his liberty, I intended to make use of
mine. They would barely listen to me, and kept on repeating,
“You will not go, citizeness; you will not go!” Finally they
went away. I was plunged into a state of cruel anxiety when
I saw two of them return. But they did not frighten me,
although they belonged to the gang, so quickly did I
recognize that they wished me no harm. “Madame,” said one
of them, “we are your neighbors, and we have come to
advise you to leave, and as soon as possible. You cannot live
here; you are changed so much that we feel sorry for you.
But do not go in your carriage: go in the stage-coach; it is
much safer.” . . .
Opposite me in the coach was a very filthy man, who
stunk like the plague, and told me quite simply that he had
stolen watches and other things. . . . Not satisfied with
relating his fine exploits to us, the thief talked incessantly of
stringing up such and such people on lamp-posts, naming a
number of my own acquaintances. My daughter thought this
man very wicked. He frightened her, and this gave me the
courage to say, “I beg you, sir, not to talk of killing before
this child.”
a Self-Portrait in a Straw Hat by Elisabeth Vigee-Lebrun
DOCUMENT-BASED QUESTIONS
1 . What does Vigee-Lebrun do to escape the Reign
of Terror in France?
2. What details does Vigee-Lebrun use to create a
vivid picture of the national guardsmen? What
impression of them does the author convey?
3. What concerns does Vigee-Lebrun reveal in her
account of her escape from Paris?
4. As you read l how did you feel about the
situation Vigee-Lebrun finds herself in?
5. What seem to be Vigee-Lebrun' s feelings about
the French Revolution?
6. Do you find Vigee-Lebrun a sympathetic person?
Why or why not?
R54 Primary Source Handbook
from the Report on Child Labor
by the Sadler Committee
SETTING THE STAGE In 1831 a parliamentary committee headed by Michael Thomas
Sadler investigated child labor in British factories. The following testimony by Elizabeth
Bentley, who worked as a child in a textile mill, is drawn from the records of the Sadler
Committee. Michael Thomas Sadler is asking the questions.
PRIMARY SOURCE
What age are you? — Twenty-three. . . .
What time did you begin to work at a factory? —
When I was six years old. . . .
What kind of mill is it? — Flax mill. . . .
What was your business in that mill? — I was a little
doffer [cleaner of textile machines].
What were your hours of labor in that mill? — From
5 in the morning till 9 at night, when they were
thronged [busy].
For how long a time together have you worked that
excessive length of time? — For about half a year.
What were your usual hours of labor when you
were not so thronged? — From 6 in the morning till 7
at night.
What time was allowed for your meals? — Forty
minutes at noon.
Had you any time to get your breakfast or
drinking? — -No, we got it as we could.
And when your work was bad, you had hardly any
time to eat it at all? — No; we were obliged to leave it
or take it home, and when we did not take it, the
overlooker [foreman] took it, and gave it to his pigs.
Do you consider doffing a laborious
employment? — Yes.
DOCUMENT-BASED QUESTIONS
1 . From the employers' and parents' point of view, ;
what might have been some of the reasons for
child labor?
2 . What were some of the difficult working
conditions faced by children in the factories?
Explain what it is you had to do. — When the frames
are full, they have to stop the frames, and take the
flyers off, and take the full bobbins off, and carry
them to the roller; and then put empty ones on, and set
the frames on again.
Does that keep you constantly on your feet? — Yes,
there are so many frames and they run so quick.
Your labor is very excessive? — Yes; you have not
time for any thing.
Suppose you flagged a little, or were too late, what
would they do? — Strap [beat] us.
Are they in the habit of strapping those who are last
in doffing? — Yes.
Constantly? — Ye s .
Girls as well as boys? — Yes.
Have you ever been strapped? — Yes.
Severely? — Yes.
Could you eat your food well in that factory? — -No,
indeed, I had not much to eat, and the little I had I
could not eat it, my appetite was so poor, and being
covered with dust; and it was no use to take it home, I
could not eat it, and the overlooker took it, and gave it
to the pigs. . .
3 . How many hours per day did Elizabeth Bentley
work when the factory was really busy and
when it was not so busy?
4 . Do children work this hard today in factories in
this country? What about in other parts of the
world?
Primary Source Handbook R55
Primary Source Handbook
Primary Source Handbook
from the Second Inaugural Address
by Abraham Lincoln
SETTING THE STAGE President Lincoln delivered his Second Inaugural Address on
March 4, 1865, just before the end of the American Civil War. In this excerpt, he recalls the
major cause of the war and vows to fight for the restoration of peace and unity.
PRIMARY SOURCE
One-eighth of the whole population were colored slaves. . . . These
slaves constituted a peculiar and powerful interest. All knew that this
interest was somehow the cause of the war. To strengthen, perpetuate,
and extend this interest was the object for which the insurgents [rebels]
would rend the Union even by war, while the Government claimed no
right to do more than to restrict the territorial enlargement of it. Neither
party expected for the war the magnitude or the duration which it has
already attained. Neither anticipated that the cause of the conflict might
cease with or even before the conflict itself should cease. Each looked
for an easier triumph, and a result less fundamental and astounding.
Both read the same Bible and pray to the same God, and each invokes
His aid against the other. . . . Fondly do we hope, fervently do we pray,
that this mighty scourge of war may speedily pass away. Yet, if God wills
that it continue until all the wealth piled by the bondsman’s [slave’s] two
hundred and fifty years of unrequited [unpaid for] toil shall be sunk, and
until every drop of blood drawn with the lash shall be paid by another
drawn with the sword, as was said three thousand years ago, so still it
must be said “the judgments of the Lord are true and righteous
altogether.”
With malice toward none, with charity for all, with firmness in the
right as God gives us to see the right, let us strive on to finish the work
we are in, to bind up the nation’s wounds, to care for him who shall have
borne the battle and for his widow and his orphan, to do all which may
achieve and cherish a just and lasting peace among ourselves and with
all nations.
DOCUMENT-BASED QUESTIONS
1 . According to Lincoln's Second Inaugural Address ,
why did the Confederacy go to war?
2 . Why might Southerners have feared that
prohibiting slavery in new territories would
threaten slavery where it already existed?
3 . Why do you think Lincoln believes it would be
wiser for Americans not to blame one another?
4 . In 1865 , if the South had asked to rejoin the
Union without ending slavery do you think
Lincoln would have agreed?
5 . Reread the last sentence of Lincoln's speech. Do
you think Americans are still working to reach
the goals set by Lincoln?
a Abraham Lincoln
R56 Primary Source Handbook
from The Natural Rights of Civilized Women
by Elizabeth Cady Stanton
SETTING THE STAGE Elizabeth Cady Stanton (1815-1902) led the fight for women’s
equality. Her first memory was the birth of a sister when she was four. So many people said,
“What a pity it is she’s a girl!” that Stanton felt sorry for the new baby. She later wrote, “I did
not understand at that time that girls were considered an inferior order of beings.” Stanton was
determined to prove that girls were just as important as boys. The following excerpt comes
from an address that Stanton gave to the New York state legislature in 1860 on a bill for woman
suffrage that was before the state senate.
PRIMARY SOURCE
Now do not think, gentlemen, we wish you to do a
great many troublesome things for us. We do not ask
our legislators to spend a whole session in fixing up a
code of laws to satisfy a class of most unreasonable
women. We ask no more than the poor devils in the
Scripture asked, “Let us alone.” In mercy, let us take
care of ourselves, our property, our children, and our
homes. True, we are not so strong, so wise, so crafty as
you are, but if any kind friend leaves us a little money,
or we can by great industry earn fifty cents a day, we
would rather buy bread and clothes for our children
than cigars and champagne for our legal protectors.
There has been a great deal written and said about
protection. We as a class are tired of one kind of
protection, that which leaves us everything to do, to
dare, and to suffer, and strips us of all means for its
accomplishment. We would not tax man to take care of
us. No, the Great Father has endowed all His creatures
with necessary powers for self-support, self-defense,
and protection. We do not ask man to represent us, it is
hard enough in times like these to represent himself. So
DOCUMENT-BASED QUESTIONS
1 . What basic right is Stanton asking for?
2 . What sorts of special considerations and laws
does Stanton think women are entitled to?
3. What group does Stanton think benefits unfairly
from current laws and legislation?
4. According to Stanton , do women want special
protection under the law? Explain.
5. What does Stanton mean by the "Dark Ages"?
6. What social issues do you think Stanton would
address in today's world?
long as the mass of
men spend most of
their time on the
fence, not knowing
which way to jump,
they are surely in no
condition to tell us
where we had better
stand. In pity for
man, we would no
longer hang like a
millstone round his
neck. Undo what man
did for us in the Dark
Ages and strike out
all special legislation
for us; strike the
words “white male”
from all your constitutions and then, with fair sailing,
let us sink or swim, live or die, survive or perish
together.
a Elizabeth Cady Stanton
Primary Source Handbook R57
Primary Source Handbook
Primary Source Handbook
The Fourteen Points
by Woodrow Wilson
SETTING THE STAGE Nine months after the United States entered World War I, President
Wilson delivered to Congress a statement of war aims. This statement became known as the
“Fourteen Points.” In the speech, Wilson set forth 14 proposals for reducing the risk of war in the
future. Numbers have been inserted to help identify the main points, as well as those omitted.
PRIMARY SOURCE
All the peoples of the world are in effect partners . . . , and
for our own part we see very clearly that unless justice be
done to others it will not be done to us. The program of the
world’s peace, therefore, is our program; and that program,
... as we see it, is this:
[1] Open covenants [agreements] of peace, openly arrived at,
after which there shall be no private international
understandings of any kind but diplomacy shall proceed
frankly and in the public view.
[2] Absolute freedom of navigation upon the seas ... in
peace and war. . . .
[3] The removal, so far as possible, of all economic barriers
and the establishment of an equality of trade conditions
among all the nations. . . .
[4] Adequate guarantees given and taken that national
armaments [weapons and war supplies] will be reduced. . . .
[5] A free, open-minded, and absolutely impartial
adjustment of all colonial claims, based upon ... the
principle that ... the interests of the populations concerned
must have equal weight with the . . . claims of the
government whose title is to be determined.
[6-13: These eight points deal with specific boundary
changes.]
[14] A general association of nations must be formed under
specific covenants for the purpose of affording mutual
guarantees of political independence and territorial integrity
to great and small states alike.
a British Prime Minister David Lloyd George,
French Premier Georges Clemenceau, and
President Woodrow Wilson walk in Paris
during negotiations for the Treaty of Versailles.
DOCUMENT-BASED QUESTIONS
1 . Why should diplomacy avoid private dealings
and proceed in public view?
2. How might agreements arrived at in public
prevent another world war?
3 . How might equality of trade be important to
keeping the peace?
4 . What must nations join together to guarantee?
5 . What might be unusual about a leader such as
Wilson calling for an impartial adjustment of
colonial claims?
6 . How successful do you think Wilson's ideas have
been in the 20th and 21st centuries?
R58 Primary Source Handbook
from Night
by Elie Wiesel
SETTING THE STAGE Elie Wiesel (EHL*ee vee*ZEHL) was a Jewish boy from Romania.
In 1944, when Wiesel was just 15, the Nazis sent the Jews of his town to Auschwitz in Poland.
Wiesel’s mother and one of his sisters died there. Wiesel and his father were sent to the
Buchenwald concentration camp, where Wiesel’s father died just a few months before the
camp was liberated. In this excerpt from Night, Wiesel describes the terror he experienced on
his way to Auschwitz.
PRIMARY SOURCE
The train stopped in Kaschau, a small town on the
Czechoslovakian border. We realized then that we were not
staying in Hungary. Our eyes opened. Too late.
The door of the car slid aside. A German officer stepped in
accompanied by a Hungarian lieutenant, acting as his
interpreter.
“From this moment on, you are under the authority of the
German Army. Anyone who still owns gold, silver, or watches
must hand them over now. Anyone who will be found to have
kept any of these will be shot on the spot. Secondly, anyone
who is ill should report to the hospital car. That’s all.”
The Hungarian lieutenant went around with a basket and
retrieved the last possessions from those who chose not to go
on tasting the bitterness of fear.
“There are eighty of you in the car,” the German officer
added. “If anyone goes missing, you will all be shot, like
dogs.”
The two disappeared. The doors clanked shut. We had
fallen into the trap, up to our necks. The doors were nailed,
the way back irrevocably cut off. The world had become a
hermetically [completely] sealed cattle car.
a Elie Wiesel
DOCUMENT-BASED QUESTIONS
1 . What does the narrator mean when he says ,
"Our eyes opened. Too late"?
2 . What might be the effect on people of uprooting
them from their homes?
3. What does the narrator mean when he describes
"those who chose not to go on tasting the
bitterness of fear"?
4, What might be the effect of sealing people up in
railway cars?
5, This excerpt is from a book called Night. What
might be the meaning of the title?
6, What elements in this excerpt show the Germans
treating the Jews as less than human?
Primary Source Handbook R59
Primary Source Handbook
Primary Source Handbook
from Farewell to Manzanar
by Jeanne Wakatsuki Houston and James D. Houston
SETTING THE STAGE When Japan’s attack on Pearl Harbor drew the United States into
World War II, people on the west coast of the United States began to fear that those of Japanese
descent living in their communities might secretly aid Japan. Despite the fact that there was no
evidence of Japanese-American espionage or sabotage, President Franklin D. Roosevelt signed
an order that cleared the way for the removal of Japanese people from their homes. Jeanne
Wakatsuki was seven years old when her family was relocated. As this excerpt from her mem-
oir opens, her family is living in Los Angeles after having been forced to move twice by the
government, and is about to be moved a third time to Manzanar.
PRJJVIARV SOURCE
The American Friends Service helped us find a small
house in Boyle Heights, another minority ghetto, in
downtown Los Angeles, now inhabited briefly by a few
hundred Terminal Island refugees. Executive Order
9066 had been signed by President Roosevelt, giving
the War Department authority to define military areas
in the western states and to exclude from them anyone
who might threaten the war effort. There was a lot of
talk about internment, or moving inland, or something
like that in store for all Japanese Americans. I
remember my brothers sitting around the table talking
very intently about what we were going to do, how we
would keep the family together. They had seen how
quickly Papa was removed, and they knew now that he
would not be back for quite a while. Just before
leaving Terminal Island, Mama had received her first
letter, from Bismarck, North Dakota. He had been
imprisoned at Fort Lincoln, in an all-male camp for
enemy aliens. . . .
The name Manzanar meant nothing to us when we
left Boyle Heights. We didn’t know where it was or
what it was. We went because the government ordered
us to. And in the case of my older brothers and sisters,
we went with a certain amount of relief. They had all
DOCUMENT-BASED QUESTIONS
1. In the foreword to Farewell to Manzanar, Jeanne
Wakatsuki Houston says ; "It has taken me 25
years to reach the point where I could talk
openly about Manzanar " Why do you think it
took so long for her to be able to talk about her
experience?
2. Do you think that a forced internment, like that
experienced by the Wakatsuki family could
happen in America today? Why or why not?
3 . What is your impression of the Wakatsuki family?
4 . How do you think you would have reacted if you
had been brought to Manzanar?
heard stories of Japanese homes being attacked, of
beatings in the streets of California towns. . . .
The simple truth is the camp was no more ready for
us when we got there than we were ready for it. We
had only the dimmest ideas of what to expect. Most of
the families, like us, had moved out from southern
California with as much luggage as each person could
carry. Some old men left Los Angeles wearing
Hawaiian shirts and Panama hats and stepped off the
bus at an altitude of 4,000 feet, with nothing available
but sagebrush and tarpaper to stop the April winds
pouring down off the back side of the Sierras.
-STOP
AREA LIMITS
* •
a Camp boundary sign in California, 1943
R60 Primary Source Handbook
from the Inaugural Address
by Nelson Mandela
SETTING THE STAGE The son of a tribal chief, Nelson Mandela became a leader in the
African National Congress (ANC), a political party that called for racial equality. In 1964,
Mandela, who had advocated acts of sabotage against the government, was sentenced to life
in prison, where he became an international symbol of South Africa’s struggle against
apartheid. After his release, Mandela agreed to work peacefully for racial justice. In 1993,
Mandela was awarded a Nobel Prize, and the next year he became president of South Africa.
The selection below comes from a speech he gave in 1994 when he was inaugurated as pres-
ident of South Africa.
PRIMARY SOURCE
We are both humbled and elevated by the honor and privilege that you,
the people of South Africa, have bestowed on us, as the first President of
a united, democratic, nonracial, and nonsexist South Africa, to lead our
country out of the valley of darkness.
We understand it still that there is no easy road to freedom.
We know it well that none of us acting alone can achieve success.
We must therefore act together as a united people, for national
reconciliation, for nation building, for the birth of a new world.
Let there be justice for all.
Let there be peace for all.
Let there be work, bread, water and salt for all.
Let each know that for each the body, the mind, and the soul have
been freed to fulfill themselves.
Never, never and never again shall it be that this beautiful land will
again experience the oppression of one by another and suffer the
indignity of being the skunk of the world.
Let freedom reign.
The sun shall never set on so glorious a human achievement!
God bless Africa!
DOCUMENT-BASED QUESTIONS
1 . What challenges do you think Mandela expects
as the first black president of South Africa?
2. Do you think Mandela was speaking only to the
audience gathered before him? Explain.
3. What does Mandela mean when he says that
South Africa must never again be thought of as
the "skunk of the world"?
4. What are some examples of Mandela's use of
repetition in his speech?
a Nelson Mandela
Primary Source Handbook R61
Primary Source Handbook
Primary Source Handbook
from I Have a Dream
by Martin Luther King, Jr.
SETTING THE STAGE On August 28, 1963, Martin Luther King, Jr., gave his most famous
speech at the March on Washington. In it, he shared his dream of equality for all.
PRIMARY SOUR Cl
I say to you today, my friends, that even though we face the
difficulties of today and tomorrow, I still have a dream. It is
a dream deeply rooted in the American dream.
I have a dream that one day this nation will rise up and
live out the true meaning of its creed — we hold these truths
to be self-evident that all men are created equal.
I have a dream that my four little children will one day
live in a nation where they will not be judged by the color of
their skin but by the content of their character.
I have a dream today!
This is our hope. This is the faith that I will go back to
the South with. . . . With this faith we will be able to work
together, to pray together, to struggle together, to go to jail
together, to stand up for freedom together, knowing that we
will be free one day. This will be the day, this will be the
day when all of God’s children will be able to sing with
new meaning “My country ‘tis of thee, sweet land of
liberty, of thee I sing. Land where my fathers died, land of
the Pilgrim’s pride, from every mountainside, let freedom
ring!” And if America is to be a great nation, this must
become true.
And when this happens, when we allow freedom to ring,
when we let it ring from every tenement and every hamlet,
from every state and every city, we will be able to speed up
that day when all of God’s children, black men and white
men, Jews and Gentiles, Protestants and Catholics, will be
able to join hands and sing in the words of the old Negro
spiritual, “Free at last, free at last. Thank God Almighty, we
are free at last.”
DOCUMENT-BASED QUESTIONS
1 . How do civil rights fit into the American dream?
2 . Why do you think civil rights workers were
willing to go to jail?
3 . Why does King declare that the United States is
not living up to its creed?
4 . What does King say must happen before
America can be considered a truly great nation?
a Martin Luther King, Jr., Washington, D.C.,
August 28, 1963
R62 Primary Source Handbook
An Open Letter
by Cesar Chavez
SETTING THE STAGE In 1969, Cesar Chavez wrote a letter in which he denied accusations
that he had used violence to win decent wages and better benefits for farm workers.
PRIMARY SOURCE
Today ... we remember the life and sacrifice of Martin
Luther King, Jr., who gave himself totally to the nonviolent
struggle for peace and justice. In his letter from Birmingham
jail, Dr. King describes better than I could our hopes for the
strike and boycott: “Injustice must be exposed, with all the
tension its exposure creates, to the light of human
conscience and the air of public opinion before it can be
cured.” For our part, I admit that we have seized upon every
tactic and strategy consistent with the morality of our cause
to expose that injustice and thus to heighten the sensitivity
of the American conscience so that farmworkers will have
without bloodshed their own union and the dignity of
bargaining with the agribusiness [large-scale farming]
employers. . . .
Our strikers here in Delano and those who represent us
throughout the world are well trained for this struggle. . . .
They have been taught not to lie down and die or to flee in
shame, but to resist with every ounce of human endurance
and spirit. To resist not with retaliation in kind but to
overcome with love and compassion, with ingenuity and
creativity, with hard work and longer hours, with stamina
and patient tenacity, with truth and public appeal, with
friends and allies, with mobility and discipline, with politics
and law, and with prayer and fasting. They were not trained
in a month or even a year; after all, this new harvest season
will mark our fourth full year of strike and even now we
continue to plan and prepare for the years to come. . . .
We shall overcome and change if not by retaliation or
bloodshed but by a determined nonviolent struggle carried
on by those masses of farmworkers who intend to be free
and human.
a Cesar Chavez, 1974
DOCUMENT-BASED QUESTIONS
1 . Why do you think farm workers wanted to
organize a union?
2. Why might it be necessary to train for nonviolent
protest?
3. Why do you think Chavez refers to Martin Luther
King ; Jr. f in his speech?
4. In what ways were the problems faced by King
and Chavez similar and different?
Primary Source Handbook R63
Primary Source Handbook
Economics Handbook
Economics Handbook
NOTE: Boldfaced words are terms that appear in this handbook.
BOYCOTT
A refusal to have economic dealings with a person ,
a business , an organization , or a country.
The purpose of a boycott is to show disapproval of
particular actions or to force changes in those actions.
A boycott often involves an economic act, such as
refusing to buy a company’s goods or services.
Civil rights campaigners in the United States used
boycotts to great effect during the 1950s and 1960s.
For example, African Americans in Montgomery,
Alabama, organized a bus boycott in 1955 to fight
segregation on city buses. The boycotters kept many
buses nearly empty for 381 days. The boycott ended
when the Supreme Court outlawed bus segregation.
During the 1960s, groups in many countries
launched boycotts against South African businesses to
protest the policy of apartheid, or complete separation
of the races. In the picture above, demonstrators march
to protest a tour of Great Britain by the South African
rugby team in 1969. Worldwide boycotts helped to
bring about the end of apartheid in the 1990s. For
information on the dismantling of the apartheid sys-
tem, read page 1044.
In many countries, labor unions have used boycotts
to win concessions for their members. Consumer
groups, too, have organized boycotts to win changes
in business practices.
BUSINESS CYCLE
A pattern of increases and decreases in
economic activity.
A business cycle generally consists of four distinct
phases — expansion, peak, contraction, and trough —
as shown in the graph in the next column. An
expansion is marked by increased business
activity. The unemployment rate falls, businesses
produce more, and consumers buy more goods and
services. A peak is a transition period in which expan-
sion slows. A contraction, or recession, occurs when
business activity decreases. The unemployment rate
rises, while both production and consumer spending
fall. A deep and long-lasting contraction is called a
depression. Business activity reaches its lowest point
during a trough. After time, business activity starts to
increase and a new cycle begins.
CAPITALISM
An economic system in which there is private owner-
ship of natural resources and capital goods.
The basic idea of capitalism is that producers are driven
by the desire to make a profit, the money left over after
costs have been subtracted from revenues. This desire for
profit motivates producers to provide consumers with
the goods and services they desire. Prices and wages are
determined by supply and demand.
Along with the opportunity to earn a profit there is
a risk. Businesses tend to fail if they do not produce
goods people want at prices they are willing to pay.
Because anyone is free to start a business or enter-
prise, a capitalist system is also known as a free
enterprise system.
Capitalism contrasts with socialism, an economic
system in which the government owns and controls
capital and sets prices and production levels. Critics of
the capitalist system argue that it allows decisions that
ought to be made democratically to be made instead by
powerful business owners and that it allows too-great
disparities in wealth and well-being between the poor
R64 Economics Handbook
and the rich. For a comparison of capitalism and social- economic freedom for its citizens, it has not given
ism, read the Analyzing Key Concepts on page 737. them more political freedom.
COMMUNISM
An economic system based on one-party rule ,
government ownership of the means of production ,
and decision making by centralized authorities.
Under communism there is little or no private owner-
ship of property and little or no political freedom.
Government planners make economic decisions, such as
which and how many goods and services should be pro-
duced. Individuals have little say in a communist econo-
my. Such a system, Communists believe, would end
inequality. For more information on the ideas on which
communism is based, read Chapter 25, Section 4.
During the 20th century, most communist
economies failed to achieve their goals. Economic
decisions frequently were made to benefit only
Communist Party officials. Also, government econom-
ic planning was inefficient, often creating shortages of
goods. Those goods that were available were often of
poor quality.
People became discontented with the lack of pros-
perity and political freedom and began to call for
change. These demands led in the late 1980s and early
1990s to the collapse of communist governments in the
Soviet Union and Eastern Europe.
[fffflrAMilHili
Even governments that clung to communism — China,
for example — have introduced elements of free enter-
prise. The picture above shows people lining up at
automated teller machines (ATMs) in Shanghai, one of
China’s largest free-enterprise zones. (For information
on free enterprise in Shanghai, read the Connect to
Today on page 806.) While China has allowed greater
CONSUMER PRICE INDEX (CPI)
A measure of the change in cost of the goods and ser-
vices most commonly bought by consumers. In some
countries, the CPI is called the retail price index.
The CPI is calculated by surveying the prices of a
“basket” of goods and services bought by typical con-
sumers. In Germany, the CPI follows the prices of
more than 750 goods and services bought by average
consumers on a regular basis. Items on which con-
sumers spend a good deal of their income, such as
food, are given more weight in the CPI than items on
which consumers spend less.
Price changes are calculated by comparing current
prices with prices at a set time in the past. In 2003, for
example, the German CPI used the year 2000 as this
base. Prices for this year are given a base value of 100.
The prices for subsequent years are expressed as per-
centages of the base. Therefore, a CPI of 103 means
that prices have risen by 3 percent since 2000. The
graph below illustrates changes in the German CPI
from 1992 to 2002.
Consumer Price Index
in Germany, 1992-2002
105
100
8 95
I
o
8 90
<N
5 85 4
80
□
V ' "
Y\
r
A
M
1992 1994 1996 1998 2000 2002
Source: Federal Statistical Office Germany
CORPORATION
A company owned by stockholders who have owner-
ship rights to the company s profits.
Stockholders are issued stock, or shares of ownership in
the corporation. A corporation sells stock to raise money
to do business. Stockholders buy stock in the hope that
the corporation will turn a profit. When a corporation
does make a profit, stockholders often receive a divi-
dend, a share of the corporation’s income after taxes.
Economics Handbook R65
Economics Handbook
Economics Handbook
The corporation is a legal entity in itself and, there-
fore, is separate from its owners. As a result, business
losses and debts are the responsibility of the corpora-
tion alone. Creditors cannot seek payment from the
owners, whose liability is limited to the value of the
stock they own.
DEFICIT SPENDING
A situation in which a government spends more money
than it receives in revenues.
For the most part, the government engages in deficit
spending when the economy is in a contraction phase
of the business cycle. The government borrows or
issues money to finance deficit spending.
In theory, the extra funds should stimulate business
activity, pushing the economy into an expansion phase.
As the economy recovers, revenues should increase,
providing the government with a budget surplus. The
government then can use the surplus to pay back the
money it borrowed.
DEPRESSION
A very severe and prolonged contraction in
economic activity.
During a depression, consumer spending, production
levels, wages, prices, and profits fall sharply. Many
businesses fail, and many workers lose their jobs.
The United States has experienced several economic
depressions in its history. The worst was the Great
Depression, which started in 1929 and lasted through-
out the 1930s. Between 1929 and 1932, business activi-
ty in the United States decreased by an average of
10 percent each year. During the same period, some
40 percent of the country’s banks failed, and prices for
farm products dropped more than 50 percent. By 1933,
the worst year of the Great Depression, 25 percent of
American workers were unemployed. Americans in the
thousands took to the roads and rail in search of gainful
employment. The best job some could find was selling
apples on street corners.
The situation in other countries was equally bad. In
Great Britain, the unemployment rate averaged 14 per-
cent throughout the Great Depression and hit a peak of
25 percent in early 1931. Unemployment was particu-
larly problematic in such traditional industries as coal
mining, shipbuilding, and textiles. The picture at the
bottom of the previous column shows unemployed
miners’ families at a soup kitchen. For information
about the global impact of the Great Depression and
how the world responded to this economic crisis, read
pages 907-909.
DEVELOPED NATION
A nation that has achieved industrialization , a market
economy ; widespread ownership of private property ;
and a relatively high standard of living.
Developed nations include the United States, Canada,
most European countries, Japan, South Korea,
Australia, and New Zealand. Although developed
nations account for only one-quarter of the world’s
population, they produce more than three-quarters
of the world’s gross domestic product (GDP).
Economists frequently use per capita GDP (GDP
divided by the population) to establish a nation’s level
of economic development. Most developed nations
have per capita GDPs in excess of $20,000.
E-COMMERCE
All forms of buying and selling goods and services
electronically.
Short for “electronic commerce,” e-commerce refers to
business activity on the Internet and on private comput-
er networks. There are two main types of e-commerce:
business-to-consumer and business-to-business.
Consumer-related e-commerce includes sales to the
public over the computer, usually through a seller’s Web
site. Many business transactions can be completed
wholly electronically, such as sales of computer soft-
ware, which can be paid for with a credit card number
and delivered over the Internet directly to the buyer’s
computer. A growing proportion of financial transac-
tions are also moving online, such as electronic banking
and stock market trading, or e-trading. The conven-
ience of online shopping has turned it into a booming
enterprise. Between 1998 and 2002, for instance, U.S.
consumer spending online grew from about $7.7 billion
to more than $45 billion.
R66 Economics Handbook
Business-to-business e-commerce is growing at an
even greater rate, reaching around $700 billion in
2002. Much of that business includes Web-site design
and servicing and online advertising. Businesses also
use networked computers to purchase supplies and
merchandise and to access information from subscrip-
tion services.
For many businesses, e-commerce is not only con-
venient but also cost-effective. On average, corpora-
tions spend $100 on paperwork alone each time they
make a purchase. Moving those transactions online
could save companies millions of dollars annually.
EMBARGO
A government ban on trade with another nation , some-
times backed by military force.
In a civil embargo, the nation imposing an embargo
prevents exports to or imports from the country
against which it has declared the embargo. A hostile
embargo involves seizing the goods of another nation.
The major purpose of an embargo is to show disap-
proval of a nation’s actions. For example, in 1980 the
United States imposed a civil embargo on grain sales
to the Soviet Union to protest the December 1979
Soviet invasion of Afghanistan.
EMERGING NATION
A nation that has lower levels of agricultural and
industrial production , lower savings and investment ,
fewer resources, and lower per capita gross domestic
product (GDP) than developed nations .
Emerging nations are sometimes called developing
nations or less-developed countries (LDCs). Most
countries in Africa, Asia, and Latin America and the
Caribbean are considered emerging nations. Some
three-quarters of the world’s population lives in emerg-
ing nations, yet these nations produce less than one-
quarter of the world’s GDP. Therefore, emerging
nations have low per capita GDPs; many have a per
capita GDP of less than $1,000.
FREE ENTERPRISE
An economic system based on the private ownership of
the means of production, free markets, and the right of
individuals to make most economic decisions.
The free enterprise system is also called the free market
system or capitalism. The United States has a free
enterprise economic system. The diagram below illus-
trates how a free enterprise economy works.
In a free enterprise system, producers and con-
sumers are motivated by self-interest. To maximize
their profits, producers try to make goods and services
that consumers want. Producers also engage in compe-
tition through lowering prices, advertising their prod-
ucts, and improving product quality, to encourage con-
sumers to buy their goods. Consumers serve their self-
interest by purchasing the best goods and services for
the lowest price.
Government plays a limited, but important, role in
most free enterprise economies:
• It regulates economic activity to ensure there is fair
competition, such as by preventing and prosecuting
fraud and barring monopolies.
Economics Handbook R67
Economics Handbook
Economics Handbook
• It produces certain necessary goods and services that
private producers consider unprofitable, such as
roadways.
• It protects the public health and safety, such as
through building codes, environmental
protection laws, and labor laws.
• It provides economic stability, such as by regulating
banks, coining money, and supervising unemploy-
ment insurance programs.
GLOBALIZATION
The process of rapid economic integration among
countries. This integration involves the increased
movement of goods, services, labor, capital, and tech-
nology throughout the world.
The process of globalization began in the late 1800s.
However, its pace has increased in recent years
largely because of the drive toward free trade and
the introduction of new telecommunications technolo-
gies that have made global financial transactions
quick and easy.
Recently, there has been considerable debate on the
impact of globalization. Critics of globalization have
been particularly outspoken. For example, antiglobal-
ization demonstrations at the Seattle meeting of the
World Trade Organization (WTO) in 1999 turned vio-
lent. Police were used to guard offices, factories, and
stores of multinational corporations in the city
(shown below).
For a review of the arguments for and against global-
ization, read the Analyzing Key Concepts on page 1078.
GOLD STANDARD
A monetary system in which a country s basic unit of
currency is valued at, and can be exchanged for, a
fixed amount of gold.
The gold standard tends to curb inflation, since a gov-
ernment cannot put more currency into circulation than
it can back with its gold supplies. This gives people
confidence in the currency.
This advantage is also a weakness of the gold stan-
dard. During times of recession, a government may
want to increase the amount of money in circulation to
encourage economic growth. Economic disruption dur-
ing the Great Depression of the 1930s caused most
nations to abandon the gold standard. The United States
moved to a modified gold standard in 1934 and aban-
doned the gold standard completely in 1971.
GROSS DOMESTIC PRODUCT (GDP)
The market value of all the goods and services pro-
duced in a nation within a specific time period, such
as a quarter (three months) or a year.
Gross domestic product is the standard measure of how
a nation’s economy is performing. If GDP is growing,
the economy is probably in an expansion phase. If
GDP is not increasing or is declining, the economy
is probably in a contraction phase.
GDP is calculated by adding four components:
spending by individual consumers on goods and ser-
vices; investment in such items as new factories, new
factory machinery, and houses; government spending
on goods and services; and net exports — the value of
exports less the value of imports. (See the diagram
below.) GDP figures are presented in two ways. Nominal
GDP is reported in current dollars. Real GDP is reported
in constant dollars, or dollars adjusted for inflation.
R68 Economics Handbook
INFLATION
A sustained rise in the average level of prices.
Since more money is required to make purchases when
prices rise, inflation is sometimes defined as a decrease
in the purchasing value of money. Economists measure
price changes with various price indexes. The most
widely used index in the United States is the consumer
price index (CPI).
Inflation may result if the demand for goods
increases without an increase in the production of
goods. Inflation may also take place if the cost of pro-
ducing goods increases. Producers pass on increased
costs, such as higher wages and more expensive raw
materials, by charging consumers higher prices.
INTEREST RATE
The cost of borrowing money.
Interest is calculated as a yearly percentage, or rate,
of the money borrowed. A 10 percent interest rate,
therefore, would require a borrower to pay $10 per
year for every $100 borrowed.
When interest rates are low, people will borrow
more, because the cost of borrowing is lower.
However, they will save and invest less, because the
return on their savings or investment is lower. With
high interest rates, people save and invest more but
borrow less. Because interest rates affect the economy,
governments take steps to control them. The United
States government does this through the Federal
Reserve System, the nation’s central banking system.
The graph below shows the relationship between the
rate of inflation and interest rates in the American
economy over time.
KEYNESIAN ECONOMICS
The use of government spending to encourage econom-
ic activity by increasing the demand for goods.
This economic approach is based on the ideas of
British economist John Maynard Keynes (shown
below). In a 1936 study, Keynes pointed out that dur-
ing economic downturns, more people are unemployed
and have less income to spend. As a result, businesses
cut production and lay off more workers.
Keynes’s answer to this prob-
lem was for government to
increase spending and reduce
taxes. This would stimulate
demand for goods and services
by replacing the decline in con-
sumer demand. Government
would want goods and services
for its new programs. More
people would be working and
earning an income and, there-
fore, would want to buy more goods and services.
Businesses would increase production to meet this new
demand. As a result, the economy would soon recover.
Critics maintain, however, that Keynesian econom-
ics has led to the growth of government and to high
taxes, inflation, high unemployment, and greatly
reduced economic growth.
MINIMUM WAGE
The minimum amount of money that employers may
legally pay their employees for a set period of time
worked.
Legislation sets the minimum wage at a fixed hourly,
weekly, or monthly rate. In some countries, the mini-
mum wage applies to all workers. In others, it applies
only to workers in particular industries. Also, some
countries set a different minimum wage for men,
women, and young workers. The first country to pass
minimum wage laws was New Zealand in 1894. Since
that time, most industrialized countries have adopted
such legislation. The graph on the next page shows
estimates of minimum monthly wage rates in selected
countries.
The first federal minimum wage law in the United
States, the Fair Labor Standards Act of 1938, set the
base wage at 25 cents an hour. Since then, amend-
ments to the act have raised this hourly rate to $5.15,
effective in 1997. The Fair Labor Standards Act
applies to workers in most businesses involved in
interstate commerce.
Economics Handbook R69
Economics Handbook
Economics Handbook
Monthly Minimum Wages in Selected
Countries, February 2002 (Estimates)
Luxembourg
Netherlands
Portugal
Spain
United Kingdom
United States
300 600 900 1200 1500
Euro
(approx. $1.15)
Source: Eurostat
The original intent of minimum wage laws was to
ensure that all workers earned enough to survive.
However, some economists maintain that these laws
may have reduced the chances for unskilled workers to
get jobs. They argue that the minimum wage raises the
unemployment rate because it increases labor costs
for business.
MONOPOLY
A situation in which only one seller controls the
production , supply, or pricing of a product for which
there are no close substitutes.
In the United States, basic public services such as elec-
trical power distributors and cable television suppliers
operate as local monopolies. This way of providing utili-
ties is economically more efficient than having several
competing companies running electricity or cable lines
in the same area.
Monopolies, however, can be harmful to the econo-
my. Since it has no competition, a monopoly does not
need to respond to the wants of consumers by improving
R70 Economics Handbook
product quality or by charging fair prices. The govern-
ment counters the threat of monopoly either by breaking
up or regulating the monopoly.
MULTINATIONAL CORPORATION
A corporation that operates in more than one country.
ExxonMobil (United States), DaimlerChrysler
(Germany), Royal Dutch/Shell (Netherlands), BP
(Great Britain), and Toyota (Japan) are examples of
multinational corporations. A multinational corpora-
tion’s foreign operations, including factories, offices,
and stores, are usually wholly owned subsidiaries run
by managers from the home country. Some multina-
tionals, however, enter foreign markets by establishing
joint ventures with foreign businesses. Others gain
access to foreign markets by buying large amounts
of stock in foreign companies.
Such tactics have allowed some multinationals to
grow into economic giants with a truly global reach.
For more information on the size of some top multina-
tionals, see the graph on page 1076.
NATIONAL DEBT
The money owed by a national government.
During wartime, economic recession, or at other times,
the government may employ deficit spending. However,
the government may not pay back all the money it has
borrowed to fond this policy. Each year’s government
budget deficit adds to the country’s national debt. By
August 2005, the national debt of the United States
stood at $7.93 trillion, or about $26,900 for each citizen.
The rapid growth of the U.S. national debt since
1980 has prompted many Americans to call for
changes in government economic policies. Some sug-
gest that the government raise taxes and cut spending
to reduce the debt. Others recommend the passage of
a constitutional amendment that would require the
government to have a balanced budget, spending
only as much as it takes in.
POVERTY
The lack of adequate income to maintain a minimum
standard of living.
In the United States, this adequate income is referred
to as the poverty threshold. The poverty threshold for a
family of four in 2004 was $19,307. That year, the
poverty rate stood at 12.7 percent. Americans living in
poverty numbered 37 million, an increase of 1.1 million
from 2003. The graph on the next page shows the
changes in the poverty rate in the United States
between 1981 and 2001.
Poverty in the United States, 1981-2001
Percent of population
below poverty level
— SJ SJ
D Ui O Ul O Ui
1981 1985 1989 1993 1997 2001
Source: U.S. Bureau of the Census
Because the factors used to determine poverty vary
so much from country to country, world poverty fig-
ures are difficult to calculate. As a result, such interna-
tional organizations as the World Bank and the United
Nations view poverty differently. These organizations
track extreme poverty, the threshold for which is less
than $1 a day. In 2001, more than one billion people
worldwide lived below this level. And according to
World Bank estimates, another 2.7 billion lived on
less than $2 a day.
PRODUCTIVITY
The relationship between the output of goods and ser-
vices and the input of resources.
Productivity is the amount of goods or services that a
person can produce at a given time. It is closely linked
to economic growth, which is defined as an increase in
a nation’s real gross domestic product (GDP) from
one year to the next. A substantial rise in productivity
means the average worker is producing more, a key
factor in spurring economic expansion. Between 1995
and the early 2000s, for example, worker productivity
in the United States increased about 2.5 percent each
year. This increase, along with other economic factors,
helped the nation’s real GDP grow an average of about
3.5 percent during those years.
A number of elements affect productivity, including
available supplies of labor and raw materials, educa-
tion and training, attitudes toward work, and techno-
logical innovations. Computer technology, for instance,
is believed to have played a significant role in bolstering
productivity during the 1990s by allowing workers to
do their jobs more quickly and efficiently. Computer-
operated robot arms (above, right) have greatly
increased production in the automobile industry.
Conversely, a lack of adequate training and fewer
technological innovations were thought to be behind
the meager productivity growth rates of the 1970s and
1980s — when productivity rose at an annual rate of
less than 1 percent.
RECESSION
A period of declining economic activity.
In economic terms, a recession takes place when the
gross domestic product (GDP) falls for two quarters,
or six months, in a row. The United States has experi-
enced several of these business-cycle contractions in
its history. On average, they have lasted about a year.
If a recession persists and economic activity plunges,
it is called a depression.
SOCIALISM
An economic system in which the government owns
most of the means of production and distribution.
Like communism, the goal of socialism is to use the
power of government to reduce inequality and meet
people’s needs. Under socialism, however, the govern-
ment usually owns only major industries, such as
coal, steel, and transportation. Other industries are
privately owned but regulated by the government.
Government and individuals, therefore, share economic
decision-making. Also, under socialism, the govern-
ment may provide such services as reasonably priced
health care. The diagram on the next page shows the
level of government involvement in various types of
economic systems.
Economics Handbook R71
Economics Handbook
Economics Handbook
Some countries, such as Sweden, are called democrat-
ic socialist countries. In these nations there is less
government ownership of property than in communist
nations. These nations also have democratically
elected governments.
Critics of socialism maintain that this system leads
to less efficiency and higher taxes than does the capi-
talist, or free enterprise, system. For a comparison of
socialism and capitalism, read the Analyzing Key
Concepts on page 737.
STANDARD OF LIVING
The overall economic situation in which people live.
Economists differ on how best to measure the standard
of living. Some suggest average personal income, while
others propose per capita gross domestic product — the
GDP divided by the population. Another possible meas-
ure is the value of the goods and services bought by con-
sumers during a year. In general terms, the nation’s stan-
dard of living rises as these measures rise. Some people
argue that measuring the quality of life also requires
consideration of noneconomic factors such as pollution,
health, work hours, and even political freedom.
STOCK MARKET or STOCK EXCHANGE
A place where stocks and bonds are bought and sold.
Large companies often need extra money to fund
expansion and to help cover operating costs. To raise
money, they sell stocks, or shares of ownership, in
their companies. They also may borrow by issuing
bonds, or certificates of debt, promising to repay the
money borrowed, plus interest.
R72 Economics Handbook
Individuals invest in stocks and bonds to make a
profit. Most stockholders receive dividends, or a share
of the company’s profits. Bondholders receive interest.
Investors may also make a profit by selling their secu-
rities. This sale of stocks and bonds takes place on
stock exchanges. Since stocks and bonds together are
known as securities, a stock exchange is sometimes
called a securities exchange. The table below lists
some of the world’s most active stock exchanges.
Selected World Stock Exchanges
Exchange
Products
New York Stock Exchange
(NYSE)
stocks, bonds
American Stock Exchange
(AMEX) (New York)
stocks, bonds, options
National Association of
Securities Dealers Automated
Quotations (NASDAQ)
over-the-counter stocks
London Stock Exchange
stocks
Tokyo Stock Exchange
stocks, bonds, futures, options
Hong Kong Exchanges
stocks, bonds, futures, options
German Stock Exchange
(Frankfurt) (pictured below)
stocks
The largest and most important exchange in the
United States is the New York Stock Exchange.
Activity on this and other exchanges often signals how
well the economy is doing. A bull market, when stock
prices rise, usually indicates economic expansion. A
bear market, when stock prices fall, usually indicates
economic contraction.
A rapid fall in stock prices is called a crash. The
worst stock market crash in the United States came in
October 1929. To help protect against another drastic
stock market crash, the federal government set up the
Securities and Exchange Commission (SEC), which
regulates the trading of securities. For more informa-
tion on stocks and the stock market, read the History
in Depth on page 906.
STRIKE
A work stoppage by employees to gain higher wages,
better working conditions, or other benefits.
Strikes are also sometimes used as political protests. A
strike is usually preceded by a failure in collective bar-
gaining — the negotiation of contracts between labor
unions and employers. Union members may decide to
call a strike if they believe negotiations with the
employer are deadlocked. In the United States, collec-
tive bargaining and strikes are regulated by the NLRA,
or Wagner Act, of 1935, which is administered by the
National Labor Relations Board (NLRB). There are also
wildcat strikes, which are not authorized by unions.
Strikes often have a huge impact on everyday life,
as the picture below illustrates. Commuters jam the
platform of a subway station in Paris, France, during a
one-day strike by transport workers in 2003. The
strike, over pay and working conditions, shut down
about half of the Paris subway network and severely
disrupted traffic on the rest.
When strikes do occur, union representatives
and employers try to negotiate a settlement. An
outside party is sometimes asked to help work out
an agreement.
SUPPLY AND DEMAND
The forces that determine prices of goods and services
in a market economy.
Supply is the amount of a good or service that produc-
ers are willing and able to produce at a given price.
Demand is the amount of a good or service consumers
are willing and able to buy at a given price. In general,
producers are willing to produce more of a good or
service when prices are high; conversely, consumers are
willing to buy more of a good or service when prices
are low.
The table and graph below show supply and demand
for a certain product. The line S shows the amount of
the good that producers would be willing to make at
various prices. The line D shows the amount that con-
sumers would be willing to buy at various prices. Point
E , where the two lines intersect, is called the equilibri-
um price. It is the price at which the amount produced
and the amount demanded would be the same.
When the equilibrium price is the market price, the
market operates efficiently. At prices above the equilib-
rium price, consumers will demand less than produc-
ers supply. Producers, therefore, will have to lower
their prices to sell the surplus, or excess, products. At
prices below equilibrium, consumers will demand
more. Producers will be able to raise their prices
because the product is scarce, or in short supply.
Supply and Demand
D Demand
S Supply
E « Equilibrium Price
Supply and Demand Schedules
Supply
Price
Demand
50
10
300
100
20
250
150
30
200
200
40
150
250
50
100
300
60
50
Economics Handbook R73
Economics Handbook
Economics Handbook
SUPPLY-SIDE ECONOMICS
Government policies designed to stimulate the produc-
tion of goods and services , or the supply side of the
economy.
Supply-side economists developed these policies in
opposition to Keynesian economics. Supply-side poli-
cies call for low tax rates particularly in income from
investments. Lower taxes mean that people keep more
of what they earn. Therefore, supply-side economists
argue, people will work harder in order to earn more.
They will then use their extra income to save and invest.
This investment will fund the development of new busi-
nesses and, as a result, create more jobs.
TARIFF
A fee charged for goods brought into a state or coun-
try from another state or country.
Governments have collected tariffs since ancient times.
Initially, tariffs were used to raise revenue. As time
went on, however, governments used them as a way
to control imports. In the United States, for example,
Congress created tariffs in 1789 to raise revenue and
to protect American products from foreign competition.
Soon, however, special interest groups used tariffs to
protect specific industries and increase profits.
After World War II, many governments moved away
from tariffs toward free trade. One of the first steps
came in the 1950s, with the creation of the European
Economic Community (EEC), now known as the
European Union. The EEC encouraged tariff- free trade
among its members. In recent decades, a growing num-
ber of U.S. economists have favored free trade policies
because they believe that such policies will help
increase U.S. exports to other countries. In 1994, the
North American Free Trade Agreement (NAFTA)
established a free-trade zone among the United States,
Canada, and Mexico. For more information on regional
trade agreements, see the map on page 1077.
TAXATION
The practice of requiring persons , groups , or busi-
nesses to contribute funds to the government under
which they reside or transact business.
In the United States, all levels of government —
federal, state, and local — collect many kinds of taxes.
Income taxes are the chief source of revenue for the
federal government and an important revenue source
for many states. Both corporations and individuals pay
income tax, or taxes on earnings. Since its inception in
1913, the federal income tax has been a progressive tax,
one that is graduated, or scaled, such that those with
greater incomes are taxed at a greater rate. Sales
taxes are another important source of income for
state governments.
Property taxes are the main source of funds for
local governments. Property tax is calculated as a per-
centage of the assessed value of real estate — land and
improvements such as buildings.
TRADE
The exchange of goods and services between countries.
Almost all nations produce goods that other countries
need, and they sell (export) those goods to buyers in
other countries. At the same time, they buy (import)
goods from other countries as well. For example,
Americans sell goods such as wheat to people in Japan
and buy Japanese goods such as automobiles in return.
The relationship between the value of a country’s
imports and the value of its exports is called the balance
of trade. If a country exports more than it imports, it has
a trade surplus. However, if the value of a country’s
imports exceeds the value of its exports, the country has
a trade deficit. As the graph below shows, Japan main-
tained a trade surplus throughout the 1990s.
R74 Economics Handbook
Nations that trade with one another often become
dependent on one another’s products. Sometimes this
brings nations closer together, as it did the United States,
Great Britain, and France before World War I. At other
times it causes tension among nations, such as that
between the United States and Arab oil-producing coun-
tries in the 1970s. For an example of how trade influ-
ences foreign policy, see page 1079.
UNEMPLOYMENT RATE
The percentage of the labor force that is unemployed
but actively looking for work.
The labor force consists of all civilians of working
age, normally 15 to 16 years of age and older, who
are employed or who are unemployed but actively
looking and available for work. In the United States,
the size of the labor force and the unemployment
rate are determined by surveys conducted by the U.S.
Bureau of the Census.
The unemployment rate provides an indicator of
economic health. Rising unemployment rates signal
a contraction in the economy, while falling rates indi-
cate an economic expansion. The graphs below show
two different methods of portraying unemployment
in Canada.
Unemployment in Canada, 1992-2002
Total Unemployment
1 996 ft fo If"
2000
2002 fit tfffi
= 200,000 unemployed workers
Unemployment Rate
1992 1994 1996 1998 2000 2002
Source: Statistics Canada
Economics Handbook R75
Economics Handbook
Glossary
The Glossary is an alphabetical listing of many of the key terms from the chapters, along with their mean-
ings. The definitions listed in the Glossary are the ones that apply to the way the words are used in this
textbook. The Glossary gives the part of speech of each word. The following abbreviations are used:
adj. adjective n . noun v. verb
Pronunciation Key
Some of the words in this book are followed by respellings that show how the words are pronounced. The following key will
help you understand what sounds are represented by the letters used in the respellings.
Symbol
Examples
Symbol
Examples
a
apple [AP*uhl], catch [kach]
oh
road, [rohd], know [noh]
ah
barn [bahrn], pot [paht]
00
school [skool], glue [gloo]
air
bear [bair], dare [dair]
ow
out [owt], cow [kow]
aw
bought [bawt], horse [hawrs]
oy
coin [koyn], boys [boyz]
ay
ape [ayp], mail [mayl]
P
pig [pihg], top [tahp]
b
bell [behl], table [TAY*buhl]
r
rose [rohz], star [stahr]
ch
chain [chayn], ditch [dihch]
s
soap [sohp], icy [EYE*see]
d
dog [dawg], rained [raynd]
sh
share [shair], nation [NAY*shuhn]
ee
even [EE*vuhn], meal [meel]
t
tired [tyrd], boat [boht]
eh
egg [ehg], ten [tehn]
th
thin [thihn], mother [MUFPthuhr]
eye
iron [EYE'uhrn]
u
pull [pul], look [luk]
f
fall [fawl], laugh [laf]
uh
bump [buhmp], awake [uh*WAYK],
g
gold [gohld], big [bihg]
happen [HAP*uhn], pencil [PEHN*suhl],
h
hot [haht], exhale [ehks-HAYL]
pilot [PYduht]
hw
white [hwyt]
ur
earth [urth], bird [burd], worm [wurm]
ih
into [IHN*too], sick [sihk]
V
vase [vays], love [luhv]
j
jar [j ahr] , badge [baj]
w
web [wehb], twin [twihn]
k
cat [kat], luck [luhk]
y
As a consonant: yard [yahrd], mule [myool]
1
load [lohd], ball [bawl]
As a vowel: ice [ys], tried [tryd], sigh [sy]
m
make [mayk], gem [jehm]
z
zone [zohn], reason [REE # zuhn]
n
night [nyt], win [wihn]
zh
treasure [TREHZHmhr], garage [guh*RAHZH]
ng
song [sawng], anger [ANG*guhr]
Syllables that are stressed when the words are spoken appear in CAPITAL LETTERS in the respellings. For example, the
respelling of patterns (PAT*uhrnz) shows that the first syllable of the word is stressed.
Syllables that appear in small capital letters are also stressed, but not as strongly as those that appear in capital letters. For
example, the respelling of interaction (iHN*tuhr*AK*shuhn) shows that the third syllable receives the main stress and the first
syllable receives a secondary stress.
Abbasids [uh # BAS»iHDz] n. a dynasty that ruled much of
the Muslim Empire from a.d. 750 to 1258. (p. 271)
Aborigine [AB»uh # RIFlJ»uh*nee] n. a member of any of the
native peoples of Australia, (p. 752)
absolute monarch [MAHN # uhrk] n. a king or queen who
has unlimited power and seeks to control all aspects of
society, (p. 594)
acropolis [uh # KRAHP # uh*lihs] n. a fortified hilltop in an
ancient Greek city. (p. 127)
Aksum [AHK •soom] n. an African kingdom, in what is now
Ethiopia and Eritrea, that reached the height of its power
in the fourth century a.d. (p. 225)
al-Andalus [al*AN*duh»LUS] n. a Muslim-ruled region in
what is now Spain, established in the eighth century a.d.
(p. 271)
Allah [AL •uh] n. God (an Arabic word, used mainly in
Islam), (p. 264)
Allies [uh»LYZ] n. in World War I, the nations of Great
Britain, France, and Russia, along with the other nations
that fought on their side; also, the group of nations —
including Great Britain, the Soviet Union, and the United
States — that opposed the Axis Powers in World War II.
(p. 845)
Almohads [AL»moh # HADz] n. a group of Islamic reformers
who overthrew the Almoravid dynasty and established an
empire in North Africa and southern Spain in the 12th
century a.d. (p. 412)
Almoravids [AL*muh»RAFlV # uhdz] n. an Islamic religious
brotherhood that established an empire in North Africa
and southern Spain in the 1 1th century a.d. (p. 412)
Amritsar Massacre n. killing by British troops of nearly
400 Indians gathered at Amritsar to protest the Rowlatt
Acts. (p. 888)
R76 Glossary
Anabaptist [AN*uh»BAP*tihst] n. in the Reformation, a
member of a Protestant group that believed in baptizing
only those persons who were old enough to decide to be
Christian and believed in the separation of church and
state, (p. 496)
Anasazi [AH»nuh*SAH*zee] n. an early Native American
people who lived in the American Southwest, (p. 443)
Anatolia [AN*uh»TOH»lee*uh] n. the Southwest Asian
peninsula now occupied by the Asian part of Turkey —
also called Asia Minor, (p. 62)
Angkor Wat [ANG*kawr WAHT] n. a temple complex
built in the Khmer Empire and dedicated to the Hindu
god Vishnu, (p. 345)
Anglican [ANG»glih*kuhn] adj. relating to the Church of
England, (p. 494)
animism [AN*uh»MiHZ*uhm] n. the belief that spirits are
present in animals, plants, and other natural objects.
(p. 216)
annexation [AN*ihk*SAY*shuhn] n. the adding of a
region to the territory of an existing political unit.
(pp. 799, 813)
annul [uh*NUHL] v. to cancel or set aside, (p. 492)
anti-Semitism [AN*tee*SEHM»ih # TiHZ*uhm] n. prejudice
against Jews. (p. 749)
apartheid [u1i # PAHRT # hyt] n. a South African policy of
complete legal separation of the races, including the ban-
ning of all social contacts between blacks and whites.
(p. 1043)
apostle [uh»PAHS»uhl] n. one of the followers of Jesus who
preached and spread his teachings, (p. 168)
appeasement n. the making of concessions to an aggres-
sor in order to avoid war. (p. 917)
aqueduct [AK»wih»DUHKT] n. a pipeline or channel built
to carry water to populated areas, (p. 181)
aristocracy [AR»ih»STAHK»ruh*see] n. a government in
which power is in the hands of a hereditary ruling class
or nobility, (p. 127)
armistice [AHR*mih»stihs] n. an agreement to stop fight-
ing. (p. 855)
artifact n. a human-made object, such as a tool, weapon,
or piece of jewelry, (p. 5)
artisan [AHR»tih»zuhn] n. a skilled worker, such as a weav-
er or a potter, who makes goods by hand. (p. 20)
Aryans [AIR»ee*uhnz] n. 1 . an Indo-European people who,
about 1500 b.c., began to migrate into the Indian subcon-
tinent (p. 63). 2 . to the Nazis, the Germanic peoples who
formed a “master race.” (p. 936)
assembly line n. in a factory, an arrangement in which a
product is moved from worker to worker, with each per-
son performing a single task in its manufacture, (p. 764)
assimilation [uh*siHMmh*LAY*shuhn] n. 1 . the adoption
of a conqueror’s culture by a conquered people (p. 205).
2 , a policy in which a nation forces or encourages a sub-
ject people to adopt its institutions and customs, (p. 781)
Assyria [uh*SEER»ee»uh] n. a Southwest Asian kingdom
that controlled a large empire from about 850 to 612 b.c.
(p. 95)
Atlantic Charter n. a declaration of principles issued in
August 1941 by British prime minister Winston Churchill
and U.S. president Franklin Roosevelt, on which the
Allied peace plan at the end of World War II was based,
(p. 930)
Atlantic slave trade n. the buying, transporting, and sell-
ing of Africans for work in the Americas, (p. 567)
autocracy [aw*TAHK»ruh*see] n. a government in which
the ruler has unlimited power and uses it in an arbitrary
manner, (p. 109)
Axis Powers n. in World War II, the nations of Germany,
Italy, and Japan, which had formed an alliance in 1936.
(p. 917)
ayllu [EYEdoo] n. in Incan society, a small community or
family group whose members worked together for the
common good. (p. 460)
balance of power n. a political situation in which no one
nation is powerful enough to pose a threat to others.
(p. 672)
the Balkans [BAWL •kuhnz] n. the region of southeastern
Europe now occupied by Greece, Albania, Bulgaria,
Romania, the European part of Turkey, and the former
republics of Yugoslavia, (p. 689)
Bantu-speaking peoples n. the speakers of a related
group of languages who, beginning about 2,000 years
ago, migrated from West Africa into most of the southern
half of Africa, (p. 222)
baroque [buh^ROHK] adj. relating to a grand, ornate style
that characterized European painting, music, and archi-
tecture in the 1600s and early 1700s. (p. 637)
barter n. a form of trade in which people exchange goods
and services without the use of money, (p. 23)
Battle of Britain n. a series of battles between German
and British air forces, fought over Britain in 1940-1941.
(p. 928)
Battle of Guadalcanal [GWAHD # uhl»kuh»NAL] n. a
1942-1943 battle of World War II, in which Allied
troops drove Japanese forces from the Pacific island of
Guadalcanal, (p. 935)
Battle of Midway n. a 1942 sea and air battle of World
War II, in which American forces defeated Japanese
forces in the central Pacific, (p. 934)
Battle of Stalingrad [STAH # lihn*GRAD] n. a 1942-1943
battle of World War II, in which German forces were
defeated in their attempt to capture the city of Stalingrad
in the Soviet Union, (p. 941)
Battle of the Bulge n. a 1944-1945 battle in which Allied
forces turned back the last major German offensive of
World War II. (p. 944)
Battle of Trafalgar [truh»FAL*guhr] n. an 1805 naval bat-
tle in which Napoleon’s forces were defeated by a British
fleet under the command of Horatio Nelson, (p. 667)
Benin [buh*NIHN] n. a kingdom that arose near the Niger
River delta in the 1300s and became a major West
African state in the 1400s. (p. 419)
Beringia [buh # RIHN*jee # uh] n. an ancient land bridge over
which the earliest Americans are believed to have migrat-
ed from Asia into the Americas, (p. 235)
Berlin Conference n. a meeting in 1884-1885 at which
representatives of European nations agreed upon rules for
the European colonization of Africa, (p. 776)
Bill of Rights n. the first ten amendments to the U.S.
Constitution, which protect citizens’ basic rights and
freedoms, (p. 645)
Glossary R77
Glossary
Glossary
bishop n. a high-ranking Christian official who supervises
a number of local churches, (p. 171)
blitzkrieg [BLIHTS*kreeg] n. “lightning war” — a form
of warfare in which surprise attacks with fast-moving
airplanes are followed by massive attacks with infantry
forces, (p. 925)
blockade [blah*KAYD] n. the use of troops or ships to pre-
vent commercial traffic from entering or leaving a city or
region, (p. 668)
Boer [bohr] n. a Dutch colonist in South Africa, (p. 776)
Boer War n. a conflict, lasting from 1899 to 1902, in which
the Boers and the British fought for control of territory in
South Africa, (p. 778)
Bolsheviks [BOHL»shuh*viHKS] n. a group of revolution-
ary Russian Marxists who took control of Russia’s gov-
ernment in November 1917. (p. 868)
Boxer Rebellion n. a 1900 revolt in China, aimed at end-
ing foreign influence in the country, (p. 808)
boyar [boh»YAHR] n. a landowning noble of Russia.
(p. 608)
Brahma [BRAH»muh] n. a Hindu god considered the
creator of the world, (p. 194)
Brahmin [BRAH»mihn] n. in Aryan society, a member of
the social class made up of priests, (p. 63)
brinkmanship n. a policy of threatening to go to war in
response to any enemy aggression, (p. 970)
Bronze Age n. a period in human history, beginning
around 3000 b.c. in some areas, during which people
began using bronze, rather than copper or stone, to
fashion tools and weapons, (p. 21)
bubonic plague [boo*BAHN*ihk PLAYG] n. a deadly dis-
ease that spread across Asia and Europe in the mid- 14th
century, killing millions of people, (p. 399)
bureaucracy [byu # RAHK»ruh*see] n. a system of depart-
ments and agencies formed to carry out the work of
government, (p. 105)
burgher [BUR»guhr] n. a medieval merchant-class town
dweller, (p. 391)
Bushido [BUSH*ih*DOH] n. the strict code of behavior fol-
lowed by samurai warriors in Japan, (p. 343)
cabinet n. a group of advisers or ministers chosen by the
head of a country to help make government decisions.
(p. 617)
caliph [KAY-lihf] n. a supreme political and religious
leader in a Muslim government, (p. 269)
calligraphy [kuh*LIHG # ruh»fee] n. the art of beautiful
handwriting, (p. 276)
Calvinism [KAL*vih*NiHZ*uhm] n. a body of religious
teachings based on the ideas of the reformer John Calvin,
(p. 495)
Camp David Accords n. the first signed agreement
between Israel and an Arab country, leading to a 1979
peace treaty, in which Egypt recognized Israel as a legiti-
mate state and Israel agreed to return the Sinai Peninsula
to Egypt, (p. 1020)
canon law n. the body of laws governing the religious
practices of a Christian church, (p. 371)
capitalism n. an economic system based on private owner-
ship and on the investment of money in business ventures
in order to make a profit, (pp. 573, 734)
Carolingian [KAR*uh»LIHN*juhn] Dynasty n. a dynasty of
Frankish rulers, lasting from a.d. 751 to 987. (p. 356)
caste [kast] n. one of the four classes of people in the social
system of the Aryans who settled in India — priests, war-
riors, peasants or traders, and non- Aryan laborers or
craftsmen, (p. 64)
Catholic Reformation [REHF*uhr»MAY*shuhn] n. a 16th-
century movement in which the Roman Catholic Church
sought to make changes in response to the Protestant
Reformation, (p. 498)
caudillo [kaw*DEEL*yoh] n. a military dictator of a Latin
American country, (p. 816)
centralized government n. a government in which power
is concentrated in a central authority to which local
governments are subject, (p. 200)
Central Powers n. in World War I, the nations of Germany
and Austria-Hungary, along with the other nations that
fought on their side. (p. 845)
Chaldeans [kaEDEEmhnz] n. a Southwest Asian people
who helped to destroy the Assyrian Empire, (p. 97)
Chartist movement n. in 19th-century Britain, members
of the working class demanded reforms in Parliament and
in elections, including suffrage for all men. (p. 748)
chavm [chah»VEEN] n. the first major South American
civilization, which flourished in the highlands of what is
now Peru from about 900 to 200 b.c. (p. 246)
checks and balances n. measures designed to prevent any
one branch of government from dominating the others.
(p. 645)
chivalry [SHIHVmhEree] n. a code of behavior for knights
in medieval Europe, stressing ideals such as courage, loy-
alty, and devotion, (p. 365)
CIS n. the Commonwealth of Independent States — a loose
association of former Soviet republics that was formed
after the breakup of the Soviet Union, (p. 1049)
city-state n. a city and its surrounding lands functioning as
an independent political unit. (p. 31)
civil disobedience n. a deliberate and public refusal to
obey a law considered unjust, (p. 888)
civilization n. a form of culture characterized by cities, spe-
cialized workers, complex institutions, record keeping,
and advanced technology, (p. 20)
civil service n. the administrative departments of a govern-
ment — especially those in which employees are hired on
the basis of their scores on examinations, (p. 203)
civil war n. a conflict between two political groups within
the same country, (p. 161)
clan n. a group of people descended from a common
ancestor, (p. 331)
classical art n. the art of ancient Greece and Rome, in
which harmony, order, and proportion were emphasized,
(p. 136)
clergy [KLUR*jee] n. a body of officials who perform reli-
gious services — such as priests, ministers, or rabbis.
(p. 370)
R78 Glossary
cloning [KLOHmihng] n. the creation of plants or animals
that are genetically identical to an existing plant or
animal, (p. 1073)
coalition [koH»uh # LIHSH # uhn] government n. a govern-
ment controlled by a temporary alliance of several politi-
cal parties, (p. 904)
codex [KOH •dehks] n. a book with pages that can be
turned, like the one you are reading now. (p. 448)
Cold War n. the state of diplomatic hostility between the
United States and the Soviet Union in the decades
following World War II. (p. 969)
collective bargaining n. negotiations between workers and
their employers, (p. 738)
collective farm n. a large government-controlled farm
formed by combining many small farms, (p. 878)
colony n. a land controlled by another nation, (p. 554)
Colossus of Rhodes [kuh-LAHSmhs uhv ROHDZ] n. an
enormous Hellenistic statue that formerly stood near the
harbor of Rhodes, (p. 149)
Columbian Exchange n. the global transfer of plants, ani-
mals, and diseases that occurred during the European col-
onization of the Americas, (p. 571)
comedy n. a humorous form of drama that often includes
slapstick and satire, (p. 136)
command economy n. an economic system in which the
government makes all economic decisions, (p. 877)
Commercial Revolution n. the expansion of trade and
business that transformed European economies during the
16th and 17th centuries, (p. 389)
common law n. a unified body of law formed from rulings
of England’s royal judges that serves as the basis for law
in many English-speaking countries today, including the
United States, (p. 394)
commune [KAHM»yoon] n. in Communist China, a col-
lective farm on which a great number of people work and
live together, (p. 974)
Communist Party n. a political party practicing the ideas
of Karl Marx and VI. Lenin; originally the Russian
Bolshevik Party, (p. 873)
communism n. an economic system in which all means of
production — land, mines, factories, railroads, and busi-
nesses — are owned by the people, private property does
not exist, and all goods and services are shared equally.
(p. 737)
Concert [KAHN*surt] of Europe n. a series of alliances
among European nations in the 19th century, devised by
Prince Klemens von Metternich to prevent the outbreak
of revolutions, (p. 674)
concordat [kuhn*KAWR # DAT] n. a formal agreement —
especially one between the pope and a government,
dealing with the control of Church affairs, (p. 664)
Congress of Vienna [vee*EHN*uh] n. a series of meetings
in 1814-1815, during which the European leaders sought
to establish long-lasting peace and security after the
defeat of Napoleon, (p. 672)
Congress Party n. a major national political party in
India — also known as the Indian National Congress.
(p. 997)
conquistadors [kahng»KEE*stuh*DAWRZ] n. the Spanish
soldiers, explorers, and fortune hunters who took part in
the conquest of the Americas in the 16th century, (p. 554)
conservative n. in the first half of the 19th century, a
European — usually a wealthy landowner or noble — who
wanted to preserve the traditional monarchies of Europe,
(p. 687)
constitutional monarchy [MAHN*uhr»kee] n. a system
of governing in which the ruler’s power is limited by
law. (p. 617)
consul [KAHN •suhl] n. in the Roman republic, one of the
two powerful officials elected each year to command the
army and direct the government, (p. 157)
containment n. a U.S. foreign policy adopted by President
Harry Truman in the late 1940s, in which the United
States tried to stop the spread of communism by creating
alliances and helping weak countries to resist Soviet
advances, (p. 967)
Continental System n. Napoleon’s policy of preventing
trade between Great Britain and continental Europe,
intended to destroy Great Britain’s economy, (p. 668)
corporation n. a business owned by stockholders who
share in its profits but are not personally responsible for
its debts, (p. 731)
Council of Trent n. a meeting of Roman Catholic leaders,
called by Pope Paul III to rule on doctrines criticized by
the Protestant reformers, (p. 499)
coup d'etat [koo dayTAH] n. a sudden seizure of politi-
cal power in a nation, (p. 664)
covenant [KUHV •uhmuhnt] n. a mutual promise or agree-
ment — especially an agreement between God and the
Hebrew people as recorded in the Bible, (p. 78)
creole [KREE*ohl] n. in Spanish colonial society, a
colonist who was born in Latin America to Spanish par-
ents. (p. 681)
Crimean [kry*MEE»uhn] War n. a conflict, lasting from
1853 to 1856, in which the Ottoman Empire, with the aid
of Britain and France, halted Russian expansion in the
region of the Black Sea. (p. 787)
crop rotation n. the system of growing a different crop
in a field each year to preserve the fertility of the land.
(P- 717)
Crusade n. one of the expeditions in which medieval
Christian warriors sought to recover control of the
Holy Land from the Muslims, (p. 382)
cultural diffusion n. the spreading of ideas or products
from one culture to another, (p. 31)
Cultural Revolution n. a 1966-1976 uprising in China
led by the Red Guards, with the goal of establishing a
society of peasants and workers in which all were equal,
(p. 975)
culture n. a people’s unique way of life, as shown by its
tools, customs, arts, and ideas, (p. 5)
cuneiform [KYO(>nee»uh*FAWRM] n. a system of writing
with wedge-shaped symbols, invented by the Sumerians
around 3000 b.c. (p. 20)
cyberterrorism n. politically motivated attacks on informa-
tion systems, (p. 1088)
Cyrillic [suh # RIHL # ihk] alphabet n. an alphabet for the
writing of Slavic languages, devised in the ninth century
a.d. by Saints Cyril and Methodius, (p. 306)
Glossary R79
Glossary
Glossary
czar [zahr] n. a Russian emperor (from the Roman title
Caesar), (p. 311)
daimyo [DY*mee*OH] n. a Japanese feudal lord who com-
manded a private army of samurai, (p. 542)
Daoism [DOW*iHZ*uhm] n. a philosophy based on the ideas
of the Chinese thinker Laozi, who taught that people
should be guided by a universal force called the Dao
(Way), (p. 106)
D-Day n. June 6, 1944 — the day on which the Allies began
their invasion of the European mainland during World
War II. (p. 944)
Declaration of Independence n. a statement of the rea-
sons for the American colonies’ break with Britain,
approved by the Second Continental Congress in 1776.
(p. 641)
delta n. a marshy region formed by deposits of silt at the
mouth of a river, (p. 36)
demilitarization [dee*MIHL*ih»tuhr*ih*ZAY*shuhn] n. a
reduction in a country’s ability to wage war, achieved by
disbanding its armed forces and prohibiting it from
acquiring weapons, (p. 950)
democracy n. a government controlled by its citizens,
either directly or through representatives, (p. 128)
democratization n. the process of creating a government
elected by the people, (p. 950)
Department of Homeland Security n. U S. federal
agency created in 2002 to coordinate national efforts
against terrorism, (p. 1091)
detente [dayTAHNT] n. a policy of reducing Cold War
tensions that was adopted by the United States during
the presidency of Richard Nixon, (p. 990)
developed nation n. a nation with all the facilities needed
for the advanced production of manufactured goods.
(p. 1075)
devshirme [dehv*SHEER*meh] n. in the Ottoman Empire,
the policy of taking boys from conquered Christian peo-
ples to be trained as Muslim soldiers, (p. 510)
Diaspora [dy*AS*puhr*uh] n. the dispersal of the Jews
from their homeland in Palestine — especially during the
period of more than 1,800 years that followed the
Romans’ destruction of the Temple in Jerusalem in a.d.
70. (p. 170)
dictator n. in ancient Rome, a political leader given
absolute power to make laws and command the army for
a limited time. (p. 157)
direct democracy n. a government in which citizens rule
directly rather than through representatives, (p. 135)
dissident [DIHS •ih»duhnt] n. an opponent of a govern-
ment’s policies or actions, (p. 1042)
divine right n. the idea that monarchs are God’s representa-
tives on earth and are therefore answerable only to God.
(p. 594)
domestication n. the taming of animals for human use.
(p. 16)
dominion n. in the British Empire, a nation (such as
Canada) allowed to govern its own domestic affairs.
(p. 752)
domino theory n. the idea that if a nation falls under
Communist control, nearby nations will also fall under
Communist control, (p. 978)
Dorians [DAWR»ee»uhnz] n. a Greek-speaking people that,
according to tradition, migrated into mainland Greece
after the destruction of the Mycenaean civilization.
(p. 125)
Dreyfus [DRY*fuhs] affair n. a controversy in France in
the 1890s, centering on the trial and imprisonment of a
Jewish army officer, Captain Alfred Dreyfus, who had
been falsely accused of selling military secrets to
Germany, (p. 749)
Dutch East India Company n. a company founded by the
Dutch in the early 17th century to establish and direct
trade throughout Asia. (p. 534)
dynastic [dy*NAS*tihk] cycle n. the historical pattern of
the rise, decline, and replacement of dynasties, (p. 54)
dynasty [DY*nuh*stee] n. a series of rulers from a single
family, (p. 31)
Eastern Front n. in World War I, the region along the
German-Russian border where Russians and Serbs battled
Germans, Austrians, and Turks, (p. 848)
Edict of Nantes [EE*dihkt uhv NAHNT] n. a 1598 decla-
ration in which the French king Henry IV promised that
Protestants could live in peace in France and could set up
houses of worship in some French cities, (p. 596)
Emancipation Proclamation [ih*MAN*suh«PAY*shuhn
PRAHK»luh»MAY •shuhn] n. a declaration issued by U.S.
president Abraham Lincoln in 1863, stating that all slaves
in the Confederate states were free. (p. 760)
emerging nation n. a nation in which the process of
industrialization is not yet complete, (p. 1075)
emigre [EHM»ih*GRAY] n. a person who leaves their native
country for political reasons, like the nobles and others
who fled France during the peasant uprisings of the
French Revolution, (p. 658)
empire n. a political unit in which a number of peoples or
countries are controlled by a single ruler, (p. 33)
enclosure n. one of the fenced-in or hedged- in fields creat-
ed by wealthy British landowners on land that was
formerly worked by village farmers, (p. 717)
encomienda [ehng*kaw»MYEHN»dah] n. a grant of land
made by Spain to a settler in the Americas, including the
right to use Native Americans as laborers on it. (p. 557)
English Civil War n. a conflict, lasting from 1 642 to
1649, in which Puritan supporters of Parliament battled
supporters of England’s monarchy, (p. 615)
enlightened despot [DEHS*puht] n. one of the 18th-
century European monarchs who was inspired by
Enlightenment ideas to rule justly and respect the
rights of subjects, (p. 638)
enlightenment [ehn*LYTmhn»muhnt] n. in Buddhism, a
state of perfect wisdom in which one understands basic
truths about the universe, (p. 68)
Enlightenment n. an 18th-century European movement
in which thinkers attempted to apply the principles of
reason and the scientific method to all aspects of society,
(p. 629)
R80 Glossary
entrepreneur [AHN*truh*pruh*NUR] n. a person who
organizes, manages, and takes on the risks of a business.
(P- 721)
epic n. a long narrative poem celebrating the deeds of
legendary or traditional heroes, (p. 125)
estate [ih*STAYT] n. one of the three social classes in
France before the French Revolution — the First Estate
consisting of the clergy; the Second Estate, of the nobili-
ty; and the Third Estate, of the rest of the population.
(p. 651)
Estates-General [ih*STAYTS*JEHN»uhr»uhl] n. an assem-
bly of representatives from all three of the estates, or
social classes, in France, (pp. 397, 653)
ethnic cleansing n. a policy of murder and other acts of
brutality by which Serbs hoped to eliminate Bosnia’s
Muslim population after the breakup of Yugoslavia.
(p. 1056)
excommunication [EHKS # kuh*MYOomih*KAY*shuhn] n.
the taking away of a person’s right of membership in
a Christian church, (p. 306)
existentialism [EHG*zih*STEHN # shuh*LiHzmhm] n. a phi-
losophy based on the idea that people give meaning to
their lives through their choices and actions, (p. 899)
extraterritorial [EHK # struh*TEHR*ih*TAWR*ee # uhl] rights
n. an exemption of foreign residents from the laws of a
country, (p. 806)
factors of production n. the resources — including land,
labor, and capital — that are needed to produce goods and
services, (p. 718)
factory n. a large building in which machinery is used to
manufacture goods, (p. 720)
fascism [FASH*iHZ»uhm] n. a political movement that pro-
motes an extreme form of nationalism, a denial of indi-
vidual rights, and a dictatorial one-party rule. (p. 910)
Fatimid [FAT •uh*MiHD] n. a member of a Muslim dynasty
that traced its ancestry to Muhammad’s daughter Fatima
and that built an empire in North Africa, Arabia, and
Syria in the 10th— 12th centuries, (p. 272)
favorable balance of trade n. an economic situation in
which a country sells more goods abroad than it buys
from abroad, (p. 575)
federal system n. a system of government in which power
is divided between a central authority and a number of
individual states, (pp. 645, 1041)
Fertile Crescent [FUHR»tuhl KREHSmhnt] n. an arc of
rich farmland in Southwest Asia, between the Persian
Gulf and the Mediterranean Sea. (p. 29)
feudalism [FYOODnihl*iHZ*uhm] n. a political system in
which nobles are granted the use of lands that legally
belong to their king, in exchange for their loyalty, mili-
tary service, and protection of the people who live on
the land. (p. 54)
fief [feef] n. an estate granted to a vassal by a lord under
the feudal system in medieval Europe, (p. 360)
filial piety [FIHL»ee»uhl PY»ih*tee] n. respect shown by
children for their parents and elders, (p. 104)
"Final Solution" n. Hitler’s program of systematically
killing the entire Jewish people, (p. 937)
Five-Year plans n. plans outlined by Joseph Stalin in 1928
for the development of the Soviet Union’s economy.
(p. 877)
Four Modernizations n. a set of goals adopted by the
Chinese leader Deng Xiaoping in the late 20th century,
involving progress in agriculture, industry, defense, and
science and technology, (p. 1060)
Fourteen Points n. a series of proposals in which U.S.
president Woodrow Wilson outlined a plan for achieving
a lasting peace after World War I. (p. 858)
Franks n. a Germanic people who settled in the Roman
province of Gaul (roughly the area now occupied by
France) and established a great empire during the Middle
Ages. (p. 354)
free trade n. commerce between nations without economic
restrictions or barriers (such as tariffs), (p. 1076)
French and Indian War n. a conflict between Britain and
France for control of territory in North America, lasting
from 1754 to 1763. (p. 564)
gender inequality n. the difference between men and
women in terms of wealth and status, (p. 1084)
genetic [juh*NEHT*ihk] engineering n. the transferring
of genes from one living thing to another in order to pro-
duce an organism with new traits, (p. 1073)
genocide [JEHN*uh*SYD] n. the systematic killing of an
entire people, (p. 937)
gentry n. a class of powerful, well-to-do people who enjoy a
high social status, (p. 327)
geocentric theory n. in the Middle Ages, the earth-cen-
tered view of the universe in which scholars believed that
the earth was an immovable object located at the center
of the universe, (p. 623)
geopolitics [jEE*oh»PAHL*ih»tihks] n. a foreign policy
based on a consideration of the strategic locations or
products of other lands, (p. 786)
Ghana [GAH •nuh] n. a West African kingdom that grew
rich from taxing and controlling trade and that estab-
lished an empire in the 9th— 1 1th centuries a.d. (p. 413)
ghazi [GAH»zee] n. a warrior for Islam, (p. 507)
ghettos [GEHT # ohz] n. city neighborhoods in which
European Jews were forced to live. (p. 937)
glasnost [GLAHS*nuhst] n. a Soviet policy of openness to
the free flow of ideas and information, introduced in
1985 by Mikhail Gorbachev, (p. 1046)
global economy n. all the financial interactions — involv-
ing people, businesses, and governments — that cross
international boundaries, (p. 1076)
Glorious Revolution n. the bloodless overthrow of the
English king James II and his replacement by William
and Mary. (p. 616)
glyph [glihf] n. a symbolic picture — especially one used as
part of a writing system for carving messages in stone.
(p. 448)
Glossary R81
Glossary
Glossary
Gothic [GAHTH •ihk] adj. relating to a style of church
architecture that developed in medieval Europe, featuring
ribbed vaults, stained glass windows, flying buttresses,
pointed arches, and tall spires, (p. 380)
Great Depression n. the severe economic slump that fol-
lowed the collapse of the U.S. stock market in 1929.
(p. 907)
Great Fear n. a wave of senseless panic that spread through
the French countryside after the storming of the Bastille
in 1789. (p. 655)
Great Purge n. a campaign of terror in the Soviet Union
during the 1930s, in which Joseph Stalin sought to elimi-
nate all Communist Party members and other citizens
who threatened his power, (p. 876)
Great Schism [SIHZ»uhm] n. a division in the medieval
Roman Catholic Church, during which rival popes were
established in Avignon and in Rome. (p. 399)
Greco-Roman culture n. an ancient culture that developed
from a blending of Greek, Hellenistic, and Roman
cultures, (p. 178)
green revolution n. a 20th-century attempt to increase
food resources worldwide, involving the use of fertilizers
and pesticides and the development of disease-resistant
crops, (p. 1074)
griot [gree # OH] n. a West African storyteller, (p. 216)
guerrilla [guh*RIHL»uh] n. a member of a loosely organ-
ized fighting force that makes surprise attacks on enemy
troops occupying his or her country, (p. 669)
guild [gihld] n. a medieval association of people working at
the same occupation, which controlled its members’
wages and prices, (p. 388)
guillotine [GIHL»uh*TEEN] n. a machine for beheading
people, used as a means of execution during the French
Revolution, (p. 660)
Gupta [GUP*tuh] Empire n. the second empire in India,
founded by Chandra Gupta I in a.d. 320. (p. 191)
habeas corpus [HAY # bee»uhs KAWR # puhs] n. a docu-
ment requiring that a prisoner be brought before a court
or judge so that it can be decided whether his or her
imprisonment is legal, (p. 616)
Hagia Sophia [HAY*ee»uh soh«FEE»uh] n. the Cathedral
of Holy Wisdom in Constantinople, built by order of the
Byzantine emperor Justinian, (p. 303)
haiku [HY •koo] n. a Japanese form of poetry, consisting of
three unrhymed lines of five, seven, and five syllables.
(p. 545)
hajj [haj] n. a pilgrimage to Mecca, performed as a duty by
Muslims, (p. 267)
Han [hahn] Dynasty n. a Chinese dynasty that ruled from
202 b.c. to a.d. 9 and again from a.d. 23 to 220. (p. 200)
Harappan civilization n. another name for the Indus
Valley civilization that arose along the Indus River, possi-
bly as early as 7000 b.c.; characterized by sophisticated
city planning, (p. 46)
Hausa [HOW*suh] n. a West African people who lived
in several city-states in what is now northern Nigeria.
(p. 417)
heliocentric [HEE*lee*oh*SEHN*trihk] theory n. the idea
that the earth and the other planets revolve around the
sun. (p. 624)
Hellenistic [HEHLmh*NIHS # tihk] adj. relating to the civi-
lization, language, art, science, and literature of the
Greek world from the reign of Alexander the Great to the
late second century b.c. (p. 146)
helot [HEHL •uht] n. in the society of ancient Sparta, a
peasant bound to the land. (p. 129)
hieroglyphics [HY»uhr»uh»GLIHF*ihks] n. an ancient
Egyptian writing system in which pictures were used to
represent ideas and sounds, (p. 40)
Hijrah [HIHJ # ruh] n. Muhammad’s migration from Mecca
to Yathrib (Medina) in a.d. 622. (p. 265)
Hittites [HIHT*yts] n. an Indo-European people who set-
tled in Anatolia around 2000 b.c. (p. 62)
Holocaust [HAHL •uh»KAWST] n. a mass slaughter of Jews
and other civilians, carried out by the Nazi government of
Germany before and during World War II. (p. 936)
Holy Alliance n. a league of European nations formed by
the leaders of Russia, Austria, and Prussia after the
Congress of Vienna, (p. 674)
Holy Roman Empire n. an empire established in Europe in
the 10th century a.d., originally consisting mainly of
lands in what is now Germany and Italy, (p. 371)
home rule n. a control over internal matters granted to the
residents of a region by a ruling government, (p. 754)
hominid [HAHM •uhrnihd] n. a member of a biological
group including human beings and related species that
walk upright, (p. 7)
Homo sapiens [HOH*moh SAY*pee*uhnz] n. the biologi-
cal species to which modern human beings belong, (p. 8)
House of Wisdom n. a center of learning established in
Baghdad in the 800s. (p. 276)
humanism [HYOO # muh»NiHZ»uhm] n. a Renaissance intel-
lectual movement in which thinkers studied classical
texts and focused on human potential and achievements,
(p. 472)
Hundred Days n. the brief period during 1815 when
Napoleon made his last bid for power, deposing the
French king and again becoming emperor of France.
(p. 671)
Hundred Years' War n. a conflict in which England and
France battled on French soil on and off from 1337 to
1453. (p. 401)
hunter-gatherer n. a member of a nomadic group whose
food supply depends on hunting animals and collecting
plant foods, (p. 14)
Hyksos [HIHK»sohs] n. a group of nomadic invaders from
Southwest Asia who ruled Egypt from 1640 to 1570 b.c.
(p. 89)
Ice Age n. a cold period in which huge ice sheets spread
outward from the polar regions, the last one of which
lasted from about 1,900,000 to 10,000 b.c. (p. 235)
/ Ching [ee jihng] n. a Chinese book of oracles, consulted
to answer ethical and practical problems, (p. 107)
icon [EYE»kahn] n. a religious image used by eastern
Christians, (p. 306)
R82 Glossary
imperialism [ihm«PEER # eemh*LiHzmhm] n. a policy in
which a strong nation seeks to dominate other countries
politically, economically, or socially, (p. 773)
impressionism [ihm # PREHSH»uh*NiHZ»uhm] n. a move-
ment in 19th-century painting, in which artists reacted
against realism by seeking to convey their impressions of
subjects or moments in time. (p. 701)
Indo-Europeans [iHN # doh*YUR*uh»PEE»uhnz] n. a group
of seminomadic peoples who, about 1700 b.c., began to
migrate from what is now southern Russia to the Indian
subcontinent, Europe, and Southwest Asia. (p. 61)
indulgence [ihn # DUHL»juhns] n. a pardon releasing a per-
son from punishments due for a sin. (p. 489)
industrialization [ihn*DUHS*treemh»hh»ZAY*shuhn] n. the
development of industries for the machine production of
goods, (p. 718)
Industrial Revolution n. the shift, beginning in England
during the 1 8th century, from making goods by hand to
making them by machine, (p. 717)
inflation n. a decline in the value of money, accompanied
by a rise in the prices of goods and services, (p. 173)
Inquisition [iHN*kwih*ZIHSH»uhn] n. a Roman Catholic
tribunal for investigating and prosecuting charges of
heresy — especially the one active in Spain during the
1400s. (p. 384)
institution n. a long-lasting pattern of organization in a
community, (p. 20)
intendant [ihn*TEHN*duhnt] n. a French government
official appointed by the monarch to collect taxes and
administer justice, (p. 598)
International Space Station n. cooperative venture spon-
sored by the United States, Russia, and 14 other nations
to establish and maintain a working laboratory for scien-
tific experimentation in space, (p. 1071)
Internet n. a linkage of computer networks that enables
people around the world to exchange information and
communicate with one another, (p. 1073)
intifada n. literally, “shaking off”; Palestinian campaigns of
violence and non-violent resistance against Israel.
Violence during the 1980s intifada targeted the Israeli
army; violence during the 2000s intifada targeted Israeli
civilians, (p. 1021)
Irish Republican Army (IRA) n. an unofficial nationalist
military force seeking independence for Ireland from
Great Britain, (p. 755)
iron curtain n. during the Cold War, the boundary separat-
ing the Communist nations of Eastern Europe from the
mostly democratic nations of Western Europe, (p. 967)
Iroquois [IHR*uh*KWOY] n. a group of Native American
peoples who spoke related languages, lived in the eastern
Great Lakes region of North America, and formed an
alliance in the late 1500s. (p. 444)
Islam [ihs*LAHM] n. a monotheistic religion that developed
in Arabia in the seventh century a.d. (p. 265)
isolationism n. a policy of avoiding political or military
involvement with other countries, (p. 918)
Israel [IHZ»ree*uhl] n. a kingdom of the united Hebrews in
Palestine, lasting from about 1020 to 922 b.c.; later, the
northernmost of the two Hebrew kingdoms; now, the
Jewish nation that was established in Palestine in 1948.
(p. 81)
Jainism [JY*NiHZ»uhm] n. a religion founded in India in the
sixth century b.c., whose members believe that every-
thing in the universe has a soul and therefore should not
be harmed, (p. 67)
janissary [JAN*ih*SEHR*ee] n. a member of an elite force
of soldiers in the Ottoman Empire, (p. 510)
jazz n. a 20th-century style of popular music developed
mainly by African-American musicians, (p. 899)
Jesuits [JEHZH •oo # ihts] n. members of the Society of
Jesus, a Roman Catholic religious order founded by
Ignatius of Loyola, (p. 499)
"jewel in the crown" n. the British colony of India — so
called because of its importance in the British Empire,
both as a supplier of raw materials and as a market for
British trade goods, (p. 791)
joint-stock company n. a business in which investors pool
their wealth for a common purpose, then share the prof-
its. (p. 573)
Judah [JOO •duh] n. a Hebrew kingdom in Palestine, estab-
lished around 922 b.c. (p. 81)
Justinian [juh»STIHN»ee»uhn] Code n. the body of Roman
civil law collected and organized by order of the
Byzantine emperor Justinian around a.d. 534. (p. 302)
kabuki [kuh # BOOkee] n. a type of Japanese drama in
which music, dance, and mime are used to present
stories, (p. 545)
kaiser [KY*zuhr] n. a German emperor (from the Roman
title Caesar), (p. 697)
kamikaze [KAH»mih«KAH*zee] n. during World War II,
Japanese suicide pilots trained to sink Allied ships by
crashing bomb-filled planes into them. (p. 945)
karma [KAHR*muh] n. in Hinduism and Buddhism, the
totality of the good and bad deeds performed by a person,
which is believed to determine his or her fate after
rebirth, (p. 67)
Khmer [kmair] Empire n. a Southeast Asian empire, cen-
tered in what is now Cambodia, that reached its peak of
power around a.d. 1200. (p. 345)
Khmer Rouge [roozh] n. a group of Communist rebels who
seized power in Cambodia in 1975. (p. 981)
knight n. in medieval Europe, an armored warrior who
fought on horseback, (p. 360)
Koryu [KAWR*yoo] Dynasty n. a dynasty that ruled Korea
from a.d. 935 to 1392. (p. 347)
Kristallnacht [krih*STAHL»NAHKT] n. “Night of Broken
Glass” — the night of November 9, 1938, on which Nazi
storm troopers attacked Jewish homes, businesses, and
synagogues throughout Germany, (p. 936)
Kuomintang [KWOH*mihn*TANG] n. the Chinese
Nationalist Party, formed in 1912. (p. 882)
Kush [kuhsh] n. an ancient Nubian kingdom whose rulers
controlled Egypt between 2000 and 1000 b.c. (p. 92)
Glossary R83
Glossary
Glossary
laissez faire [LEHS*ay FAIR] n. the idea that government
should not interfere with or regulate industries and busi-
nesses. (p. 734)
land reform n. a redistribution of farmland by breaking up
large estates and giving the resulting smaller farms to
peasants, (p. 1034)
La Reforma [lah reh»FAWR # mah] n. a liberal reform
movement in 19th-century Mexico, led by Benito Juarez,
(p. 824)
lay investiture [ihn*VEHS # tuh»chur] n. the appointment of
religious officials by kings or nobles, (p. 372)
League of Nations n. an international association formed
after World War I with the goal of keeping peace among
nations, (p. 859)
lebensraum [LAY»buhns*ROWM] n. “living space” — the
additional territory that, according to Adolf Hitler,
Germany needed because it was overcrowded, (p. 912)
Legalism n. a Chinese political philosophy based on the
idea that a highly efficient and powerful government is
the key to social order, (p. 106)
legion n. a military unit of the ancient Roman army, made
up of about 5,000 foot soldiers and a group of soldiers on
horseback, (p. 157)
Legislative [LEHJ«ih*SLAY*tihv] Assembly n. a French
congress with the power to create laws and approve dec-
larations of war, established by the Constitution of 1791.
(p. 657)
legitimacy [luh*JIHT*uh*muh*see] n. the hereditary right
of a monarch to rule. (p. 673)
liberal n. in the first half of the 19th century, a European —
usually a middle-class business leader or merchant — who
wanted to give more political power to elected parlia-
ments. (p. 687)
lineage [LIHN*ee*ihj] n. the people who are descended
from a common ancestor, (p. 410)
loess [LOHmhs] n. a fertile deposit of windblown soil.
(p. 50)
Long March n. a 6,000-mile journey made in 1934-1935
by Chinese Communists fleeing from Jiang Jieshi’s
Nationalist forces, (p. 886)
lord n. in feudal Europe, a person who controlled land and
could therefore grant estates to vassals, (p. 360)
Lutheran [LOO»thuhr»uhn] n. a member of a Protestant
church founded on the teachings of Martin Luther.
(p. 490)
lycee [lee*SAY] n. a government-run public school in
France, (p. 664)
Macedonia [MAS*ih*DOH*nee»uh] n. an ancient kingdom
north of Greece, whose ruler Philip II conquered Greece
in 338 b.c. (p. 142)
Maghrib [MUHG # ruhb] n. a region of western North
Africa, consisting of the Mediterranean coastlands of
what is now Morocco, Tunisia, and Algeria, (p. 410)
Magna Carta [MAGrnuh KAHR*tuh] n. “Great
Charter” — a document guaranteeing basic political
rights in England, drawn up by nobles and approved
by King John in a.d. 1215. (p. 394)
Mahabharata [muh»huh # BAH»ruh»tuh] n. a great Indian
epic poem, reflecting the struggles of the Aryans as they
moved south into India, (p. 64)
Mahayana [MAH»huh»YAH»nuh] n. a sect of Buddhism
that offers salvation to all and allows popular worship.
(p. 193)
maize [mayz] n. a cultivated cereal grain that bears its
kernels on large ears — usually called corn in the United
States, (p. 238)
Mali [MAH •lee] n. a West African empire that flourished
from 1235 to the 1400s and grew rich from trade.
(p. 415)
Manchus [MAN*chooz] n. a people, native to Manchuria,
who ruled China during the Qing Dynasty (1644-1912).
(p. 539)
Mandate of Heaven n. in Chinese history, the divine
approval thought to be the basis of royal authority.
(p. 54)
manifest destiny n. the idea, popular among mid-
19th-century Americans, that it was the right and the duty
of the United States to rule North America from the
Atlantic Ocean to the Pacific Ocean, (p. 758)
manor n. a lord’s estate in feudal Europe, (p. 360)
Maori [MOW*ree] n. a member of a Polynesian people who
settled in New Zealand around a.d. 800. (p. 752)
Marshall Plan n. a U.S. program of economic aid to
European countries to help them rebuild after World
War II. (p. 968)
martial [MAHR*shuhl] law n. a temporary rule by military
authorities over a civilian population, usually imposed in
times of war or civil unrest, (p. 1041)
mass culture n. the production of works of art and enter-
tainment designed to appeal to a large audience, (p. 766)
materialism n. a placing of high value on acquiring materi-
al possessions. (p. 1096)
matriarchal [MAY»tree # AHR»kuhl] adj. relating to a social
system in which the mother is head of the family, (p. 192)
matrilineal [MAT*ruh*LIHN # ee*uhl] adj. relating to a social
system in which family descent and inheritance rights are
traced through the mother, (p. 410)
Mauryan [MAH*ur*yuhn] Empire n. the first empire in
India, founded by Chandragupta Maurya in 321 b.c.
(p. 189)
May Fourth Movement n. a national protest in China in
1919, in which people demonstrated against the Treaty of
Versailles and foreign interference, (p. 883)
Medes [meedz] n. a Southwest Asian people who helped to
destroy the Assyrian Empire, (p. 97)
Meiji [MAY*jee] era n. the period of Japanese history from
1867 to 1912, during which the country was ruled by
Emperor Mutsuhito. (p. 811)
Mein Kampf [myn KAHMPF] n. “My Struggle” — a book
written by Adolf Hitler during his imprisonment in
1923-1924, in which he set forth his beliefs and his goals
for Germany, (p. 912)
R84 Glossary
mercantilism [MUR*kuhn*tee*LiHZ*uhm] n. an economic
policy under which nations sought to increase their
wealth and power by obtaining large amounts of gold
and silver and by selling more goods than they bought.
(P- 574)
mercenary [MUR»suh*NEHR*ee] n. a soldier who is paid to
fight in a foreign army (p. 173)
Meroe [MEHR •oh*EE] n. center of the Kush dynasty from
about 250 b.c. to a.d. 150; known for its manufacture of
iron weapons and tools, (p. 94)
Mesoamerica [MEHZ # oh»uh*MEHR # ih*kuh] n. an area
extending from central Mexico to Honduras, where
several of the ancient complex societies of the Americas
developed, (p. 240)
mestizo [mehs # TEE»zoh] n. a person of mixed Spanish and
Native American ancestry, (p. 557)
Middle Ages n. the era in European history that followed
the fall of the Roman Empire, lasting from about 500 to
1500 — also called the medieval period, (p. 353)
middle class n. a social class made up of skilled workers,
professionals, businesspeople, and wealthy farmers.
(p. 725)
middle passage n. the voyage that brought captured
Africans to the West Indies, and later to North and South
America, to be sold as slaves — so called because it was
considered the middle leg of the triangular trade, (p. 569)
migration n. the act of moving from one place to settle in
another, (pp. 62, 220)
militarism [MIHLnh»tuh*RiHzmhm] n. a policy of glorify-
ing military power and keeping a standing army always
prepared for war. (p. 842)
Ming Dynasty n. a Chinese dynasty that ruled from 1368
to 1644. (p. 536)
Minoans [mih«NOH»uhnz] n. a seafaring and trading peo-
ple that lived on the island of Crete from about 2000 to
1400 b.c. (p. 72)
Mississippian [MiHS*ih»SIHP*ee*uhn] adj . relating to a
Mound Builder culture that flourished in North America
between a.d. 800 and 1500. (p. 443)
mita [MEE*tuh] n. in the Inca Empire, the requirement that
all able-bodied subjects work for the state a certain num-
ber of days each year. (p. 461)
Moche [MOH # chay] n. a civilization that flourished on
what is now the northern coast of Peru from about a.d.
100 to 700. (p. 247)
monarchy [MAHN # uhr*kee] n. a government in which
power is in the hands of a single person, (p. 127)
monastery [MAHNmh*STEHR»ee] n. a religious community
of men (called monks) who have given up their posses-
sions to devote themselves to a life of prayer and wor-
ship. (p. 354)
monopoly [muh*NAHP*uh»lee] n. a group’s exclusive
control over the production and distribution of certain
goods, (p. 204)
monotheism [MAHN*uh»thee*iHZ*uhm] n. a belief in a
single god. (p. 78)
Monroe Doctrine n. a U.S. policy of opposition to
European interference in Latin America, announced by
President James Monroe in 1823. (p. 818)
monsoon [mahn*SOON] n. a wind that shifts in direction
at certain times of each year. (p. 45)
mosque [mahsk] n. an Islamic place of worship, (p. 267)
movable type n. blocks of metal or wood, each bearing a
single character, that can be arranged to make up a page
for printing, (p. 325)
Mughal [MOOguhl] n. one of the nomads who invaded the
Indian subcontinent in the 16th century and established a
powerful empire there, (p. 516)
mujahideen [moo # JAH # heh»DEEN] n. in Afghanistan, holy
warriors who banded together to fight the Soviet-support-
ed government in the late 1970s. (p. 1026)
mulattos [mu*LAT»ohz] n. persons of mixed European and
African ancestry, (p. 682)
mummification [MUHMmh*fih*KAY»shuhn] n. a process
of embalming and drying corpses to prevent them from
decaying, (p. 38)
Munich [MYOOnihk] Conference n. a 1938 meeting of
representatives from Britain, France, Italy, and Germany,
at which Britain and France agreed to allow Nazi
Germany to annex part of Czechoslovakia in return for
Adolf Hitler’s pledge to respect Czechoslovakia’s new
borders, (p. 919)
Muslim [MUHZduhm] n. a follower of Islam, (p. 265)
Muslim League n. an organization formed in 1906 to pro-
tect the interests of India’s Muslims, which later proposed
that India be divided into separate Muslim and Hindu
nations, (p. 997)
Mutapa [moo*TAHP # uh] adj. relating to a southern African
empire established by Mutota in the 1 5th century a.d.
(p. 427)
Mycenaean [MY*suh*NEE»uhn] n. an Indo-European per-
son who settled on the Greek mainland around 2000 b.c.
(p. 124)
myth n. a traditional story about gods, ancestors, or heroes,
told to explain the natural world or the customs and
beliefs of a society, (p. 126)
Napoleonic [nuh*POH»lee»AHN*ihk] Code n. a compre-
hensive and uniform system of laws established for
France by Napoleon, (p. 664)
National Assembly n. a French congress established by
representatives of the Third Estate on June 17, 1789, to
enact laws and reforms in the name of the French people,
(p. 654)
nationalism n. the belief that people should be loyal main-
ly to their nation — that is, to the people with whom they
share a culture and history — rather than to a king or
empire, (p. 687)
nation-state n. an independent geopolitical unit of people
having a common culture and identity, (p. 687)
NATO [NAY*toh] n. the North Atlantic Treaty
Organization — a defensive military alliance formed in
1949 by ten Western European nations, the United States,
and Canada, (p. 969)
Nazca [NAHS*kah] n. a civilization that flourished on what
is now the southern coast of Peru from about 200 b.c. to
a.d. 600. (p. 247)
Nazism [NAHT*siHZ»uhm] n. the fascist policies of the
National Socialist German Workers’ party, based on total-
itarianism, a belief in racial superiority, and state control
of industry, (p. 912)
Glossary R85
Glossary
Glossary
Negritude [NEE*grih*TOOD] movement n. a movement in
which French-speaking Africans and West Indians cele-
brated their heritage of traditional African culture and
values, (p. 1012)
neoclassical [NEE*oh»KLASnh*kuhl] adj. relating to a
simple, elegant style (based on ideas and themes from
ancient Greece and Rome) that characterized the arts
in Europe during the late 1700s. (p. 637)
Neolithic [NEE»uh*LIHTH»ihk] Age n. a prehistoric period
that began about 8000 b.c. and in some areas ended
as early as 3000 b.c., during which people learned to
polish stone tools, make pottery, grow crops, and raise
animals — also called the New Stone Age. (p. 7)
Neolithic Revolution n. the major change in human life
caused by the beginnings of farming — that is, by people’s
shift from food gathering to food producing, (p. 15)
New Deal n. U.S. president Franklin Roosevelt’s economic
reform program designed to solve the problems created
by the Great Depression, (p. 909)
New Kingdom n. the period of ancient Egyptian history
that followed the overthrow of the Hyksos rulers, lasting
from about 1570 to 1075 b.c. (p. 90)
nirvana [neer*VAH»nuh] n. in Buddhism, the release from
pain and suffering achieved after enlightenment, (p. 69)
Nok [nahk] n. an African people who lived in what is now
Nigeria between 500 b.c. and a.d. 200. (p. 217)
nomad n. a member of a group that has no permanent
home, wandering from place to place in search of food
and water, (p. 14)
nonaggression [nahn*uIi* GRE S H S *uhn] pact n. an agree-
ment in which nations promise not to attack one another,
(p. 925)
nonaligned nations n. the independent countries that
remained neutral in the Cold War competition between
the United States and the Soviet Union, (p. 982)
Nuremberg [NUR*uhm*BURG] Trials n. a series of court
proceedings held in Nuremberg, Germany, after World
War II, in which Nazi leaders were tried for aggression,
violations of the rules of war, and crimes against
humanity, (p. 950)
obsidian [ahb # SIEE>ee»uhn] n. a hard, glassy volcanic
rock used by early peoples to make sharp weapons.
(p. 453)
Old Regime [ray*ZHEEM] n. the political and social sys-
tem that existed in France before the French Revolution,
(p. 651)
oligarchy [AHL»ih*GAHR*kee] n. a government in which
power is in the hands of a few people — especially one in
which rule is based upon wealth, (p. 127)
Olmec [AHL # mehk] n. the earliest-known Mesoamerican
civilization, which flourished around 1200 b.c. and influ-
enced later societies throughout the region, (p. 240)
Open Door Policy n. a policy, proposed by the United
States in 1899, under which all nations would have
equal opportunities to trade in China, (p. 808)
Opium War n. a conflict between Britain and China, lasting
from 1839 to 1842, over Britain’s opium trade in China.
(p. 806)
oracle bone n. one of the animal bones or tortoise shells
used by ancient Chinese priests to communicate with
the gods. (p. 53)
Oslo Peace Accords n. an agreement in 1993 in which
Israeli prime minister Rabin granted Palestinian self-rule
in the Gaza Strip and the West Bank. (p. 1021)
ozone layer n. a layer of Earth’s upper atmosphere, which
protects living things from the sun’s damaging ultraviolet
rays. (p. 1079)
Pacific Rim n. the lands that border the Pacific Ocean —
especially those in Asia. (p. 796)
Paleolithic [PAY*lee*uh»LIHTH«ihk] Age n. a prehistoric
period that lasted from about 2,500,000 to 8000 b.c.,
during which people made use of crude stone tools and
weapons — also called the Old Stone Age. (p. 7)
Panama Canal n. a human-made waterway connecting the
Atlantic and Pacific oceans, built in Panama by the
United States and opened in 1914. (p. 821)
papyrus [puh»PY*ruhs] n. a tall reed that grows in the Nile
delta, used by the ancient Egyptians to make a paperlike
material for writing on. (p. 40)
parliament [PAHR # luh»muhnt] n. a body of representatives
that makes laws for a nation, (p. 395)
partition n. a division into parts, like the 1947 division of
the British colony of India into the two nations of India
and Pakistan, (p. 998)
pastoralist [PAS»tuhr*uh*lihst] n. a member of a nomadic
group that herds domesticated animals, (p. 330)
paternalism [puh*TURmuh*LiHZ*uhm] n. a policy of treat-
ing subject people as if they were children, providing for
their needs but not giving them rights, (p. 781)
patriarch [PAY»tree*AHRK] n. a principal bishop in the east-
ern branch of Christianity, (p. 306)
patriarchal [PAY*tree # AHR # kuhl] adj. relating to a social
system in which the father is head of the family, (p. 192)
patrician [puh*TRIHSH»uhn] n. in ancient Rome, a mem-
ber of the wealthy, privileged upper class, (p. 156)
patrilineal [PAT*ruh*LIHN*ee*uhl] adj. relating to a social
system in which family descent and inheritance rights are
traced through the father, (p. 410)
patron [PAY»truhn] n. a person who supports artists, espe-
cially financially, (p. 472)
Pax Mongol ica [paks mahng»GAElLnh-kuh] n. the
“Mongol Peace” — the period from the mid- 1200s to the
mid- 1300s when the Mongols imposed stability and law
and order across much of Eurasia, (p. 333)
Pax Romana [PAHKS roh*MAH*nah] n. a period of peace
and prosperity throughout the Roman Empire, lasting
from 27 b.c. to a.d. 180. (p. 162)
Peace of Augsburg [AWGZ»burg] n. a 1555 agreement
declaring that the religion of each German state would be
decided by its ruler, (p. 492)
Peloponnesian [PEHLmh*puh*NEE*zhuhn] War n. a war,
lasting from 431 to 404 b.c., in which Athens and its
allies were defeated by Sparta and its allies, (p. 137)
penal [PEE*nuhl] colony n. a colony to which convicts are
sent as an alternative to prison, (p. 752)
R86 Glossary
peninsulares [peh»neen*soo # LAH»rehs] n. in Spanish
colonial society, colonists who were born in Spain.
(p. 681)
Peninsular [puh*NIFIN*syuh*luhr] War n. a conflict, last-
ing from 1808 to 1813, in which Spanish rebels, with the
aid of British forces, fought to drive Napoleon’s French
troops out of Spain, (p. 669)
perestroika [PEHR*ih*STROY *kuh] n. a restructuring of the
Soviet economy to permit more local decision making,
begun by Mikhail Gorbachev in 1985. (p. 1047)
Persian Gulf War n. a 1991 conflict in which UN forces
defeated Iraqi forces that had invaded Kuwait and threat-
ened to invade Saudi Arabia, (p. 1079)
Persian Wars n. a series of wars in the fifth century b.c.,
in which Greek city-states battled the Persian Empire.
(p. 131)
perspective [puhr»SPEFlK*tihv] n. an artistic technique
that creates the appearance of three dimensions on a flat
surface, (p. 474)
phalanx [FAY*langks] n. a military formation of foot sol-
diers armed with spears and shields, (p. 131)
pharaoh [FAIR # oh] n. a king of ancient Egypt, considered
a god as well as a political and military leader, (p. 37)
philosophe [FIHL»uh*SAHF] n. one of a group of social
thinkers in France during the Enlightenment, (p. 630)
philosopher n. a thinker who uses logic and reason to
investigate the nature of the universe, human society, and
morality, (p. 138)
Phoenicians [fih*NIHSH»uhnz] n. a seafaring people of
Southwest Asia, who around 1100 b.c. began to trade
and established colonies throughout the Mediterranean
region, (p. 73)
Pilgrims n. a group of people who, in 1620, founded the
colony of Plymouth in Massachusetts to escape religious
persecution in England, (p. 562)
plebeian [plih # BEE*uhn] n. in ancient Rome, one of the
common farmers, artisans, and merchants who made up
most of the population, (p. 156)
plebiscite [PLEHB»ih*SYT] n. a direct vote in which a
country’s people have the opportunity to approve or reject
a proposal, (p. 664)
PLO n. the Palestine Liberation Organization — dedicated to
the establishment of an independent state for Palestinian
Arabs and the elimination of Israel, (p. 1019)
polis [POFBlihs] n. a Greek city-state — the fundamental
political unit of ancient Greece after about 750 b.c.
(p. 127)
Politburo [PAHL»iht*BYOOR*oh] n. the ruling committee of
the Communist Party in the Soviet Union, (p. 1046)
political dissent n. the difference of opinion over political
issues, (p. 1084)
polytheism [PAFlL # ee*thee*iHZ*uhm] n. a belief in many
gods. (p. 31)
pope n. the bishop of Rome, head of the Roman Catholic
Church, (p. 171)
Popol Vuh [POFBpohl VOO] n. a book containing a ver-
sion of the Mayan story of creation, (p. 448)
popular culture n. the cultural elements — sports, music,
movies, clothing, and so forth — that reflect a group’s
common background and changing interests, (p. 1093)
potlatch [PAFFUlach] n. a ceremonial feast used to display
rank and prosperity in some Northwest Coast tribes of
Native Americans, (p. 441)
predestination [pree # DEHS*tuh*NAY*shuhn] n. the doctrine
that God has decided all things beforehand, including
which people will be eternally saved, (p. 495)
Presbyterian [PREHZ»bih«TEER # ee*uhn] n. a member of a
Protestant church governed by presbyters (elders) and
founded on the teachings of John Knox. (p. 496)
PRI n. the Institutional Revolutionary Party — the main polit-
ical party of Mexico, (p. 1037)
proletariat [PROH*lih # TAIR*ee*iht] n. in Marxist theory, the
group of workers who would overthrow the czar and
come to rule Russia, (p. 868)
proliferation [pruh*LiHFmh»RAY*shuhn] n. a growth or
spread — especially the spread of nuclear weapons to
nations that do not currently have them. (p. 1083)
propaganda [PRAHP»uh»GAN*duh] n. information or mate-
rial spread to advance a cause or to damage an opponent’s
cause, (p. 854)
Protestant [PRAHT •ih*stuhnt] n. a member of a Christian
church founded on the principles of the Reformation.
(p. 490)
provisional government n. a temporary government.
(p. 870)
psychology [sy»KAHL # uh»jee] n. the study of the human
mind and human behavior, (p. 766)
pueblo [PWEHBdoh] n. a village of large apartment-like
buildings made of clay and stone, built by the Anasazi
and later peoples of the American Southwest, (p. 443)
Punic Wars n. a series of three wars between Rome and
Carthage (264-146 b.c.); resulted in the destruction of
Carthage and Rome’s dominance over the western
Mediterranean, (p. 158)
Puritans n. a group of people who sought freedom from
religious persecution in England by founding a colony at
Massachusetts Bay in the early 1600s. (p. 562)
push-pull factors n. conditions that draw people to another
location (pull factors) or cause people to leave their
homelands and migrate to another region (push factors).
(p. 220)
pyramid [PIHR»uh»mihd] n. a massive structure with a rec-
tangular base and four triangular sides, like those that
were built in Egypt as burial places for Old Kingdom
pharaohs, (p. 37)
Qin [chihn] Dynasty n. a short-lived Chinese dynasty that
replaced the Zhou Dynasty in the third century b.c.
(p. 107)
Qing [chihng] Dynasty n. China’s last dynasty, which ruled
from 1644 to 1912. (p. 539)
Quetzalcoatl [keht # SAHL»koh*AFlT*uhl] n. “the Feathered
Serpent” — a god of the Toltecs and other Mesoamerican
peoples, (p. 453)
quipu [KEE # poo] n. an arrangement of knotted strings on a
cord, used by the Inca to record numerical information,
(p. 461)
Qur'an [kuh*RAN] n. the holy book of Islam, (p. 267)
Glossary R87
Glossary
Glossary
racism [RAY*siHZ»uhm] n. the belief that one race is supe-
rior to others, (p. 775)
radical n. in the first half of the 19th century, a European
who favored drastic change to extend democracy to all
people, (p. 687)
radioactivity n. a form of energy released as atoms decay,
(p. 765)
Raj [rahj] n. the British-controlled portions of India in the
years 1757-1947. (p. 794)
rationing [RASHmhmihng] n. the limiting of the amounts
of goods people can buy — often imposed by governments
during wartime, when goods are in short supply, (p. 854)
realism n. a 19th-century artistic movement in which writ-
ers and painters sought to show life as it is rather than life
as it should be. (p. 700)
realpolitik [ray*AHL»POH # lih*TEEK] n. “the politics of reali-
ty” — the practice of tough power politics without room
for idealism, (p. 695)
recession n. a slowdown in a nation’s economy, (p. 1034)
Reconquista [reh»kawn*KEES*tah] n. the effort by
Christian leaders to drive the Muslims out of Spain,
lasting from the 1100s until 1492. (p. 384)
Red Guards n. militia units formed by young Chinese peo-
ple in 1966 in response to Mao Zedong’s call for a social
and cultural revolution, (p. 975)
Reformation [REHFmhr*MAY*shuhn] n. a 16th-century
movement for religious reform, leading to the founding
of Christian churches that rejected the pope’s authority.
(p. 489)
refugee n. a person who leaves his or her country to move
to another to find safety, (p. 1086)
Reign [rayn] of Terror n. the period, from mid- 1793 to
mid- 1794, when Maximilien Robespierre ruled France
nearly as a dictator and thousands of political figures and
ordinary citizens were executed, (p. 660)
reincarnation [REE*ihn»kahr*NAY*shuhn] n. in Hinduism
and Buddhism, the process by which a soul is reborn
continuously until it achieves perfect understanding, (p. 67)
religious toleration n. a recognition of people’s right to
hold differing religious beliefs, (p. 190)
Renaissance [REHN»ih»SAHNS] n. a period of European
history, lasting from about 1300 to 1600, during which
renewed interest in classical culture led to far-reaching
changes in art, learning, and views of the world, (p. 471)
republic n. a form of government in which power is in the
hands of representatives and leaders are elected by citi-
zens who have the right to vote. (p. 156)
Restoration [REHS # tuh # RAY*shuhn] n. the period of
Charles II’s rule over England, after the collapse of Oliver
Cromwell’s government, (p. 616)
reunification [ree*YOO*nuh*fih»KAY*shuhn] n. a bringing
together again of things that have been separated, like the
reuniting of East Germany and West Germany in 1990.
(p. 1054)
romanticism [roh # MAN # tih*siHZ»uhm] n. an early-
19th-century movement in art and thought, which focused
on emotion and nature rather than reason and society.
(p. 698)
Roosevelt Corollary [ROH # zuIi*vehlt KAWR*uh*lehr*ee]
n. President Theodore Roosevelt’s 1904 extension of the
Monroe Doctrine, in which he declared that the United
States had the right to exercise “police power” throughout
the Western Hemisphere, (p. 821)
Rowlatt Acts n. laws passed in 1919 that allowed the
British government in India to jail anti-British protesters
without trial for as long as two years, (p. 887)
Royal Road n. a road in the Persian Empire, stretching over
1,600 miles from Susa in Persia to Sardis in Anatolia.
(p. 101)
Russification [RUHS*uh*fih»KAY*shuhn] n. the process of
forcing Russian culture on all ethnic groups in the
Russian Empire, (p. 693)
Russo-Japanese War n. a 1904-1905 conflict between
Russia and Japan, sparked by the two countries’ efforts to
dominate Manchuria and Korea, (p. 812)
sacrament [SAK»ruh*muhnt] n. one of the Christian cere-
monies in which God’s grace is transmitted to people.
(p. 371)
Safavid [suh*EAH # viHD] n. a member of a Shi’ a Muslim
dynasty that built an empire in Persia in the 16th- 18th
centuries, (p. 512)
Sahel [suh»HAYL] n. the African region along the southern
border of the Sahara, (p. 213)
salon [suh*LAHN] n. a social gathering of intellectuals
and artists, like those held in the homes of wealthy
women in Paris and other European cities during the
Enlightenment, (p. 636)
SALT n. the Strategic Arms Limitation Talks — a series of
meetings in the 1970s, in which leaders of the United
States and the Soviet Union agreed to limit their nations’
stocks of nuclear weapons, (p. 989)
Salt March n. a peaceful protest against the Salt Acts
in 1930 in India in which Mohandas Gandhi led his
followers on a 240-mile walk to the sea, where they
made their own salt from evaporated seawater, (p. 889)
samurai [SAMmh*RY] n. one of the professional warriors
who served Japanese feudal lords, (p. 343)
sans-culottes [SANS*kyoo»LAHTS] n. in the French
Revolution, a radical group made up of Parisian wage-
earners and small shopkeepers who wanted a greater
voice in government, lower prices, and an end to food
shortages, (p. 658)
satrap [SAY*trap] n. a governor of a province in the
Persian Empire, (p. 101)
savanna [suh*VAN*uh] n. a flat, grassy plain, (p. 215)
Schlieffen [SHLEE»fuhn] Plan n. Germany’s military plan
at the outbreak of World War I, according to which
German troops would rapidly defeat France and then
move east to attack Russia, (p. 846)
scholastics [skuh*LAS»tihks] n. scholars who gathered and
taught at medieval European universities, (p. 392)
scientific method n. a logical procedure for gathering
information about the natural world, in which experimen-
tation and observation are used to test hypotheses.
(p. 625)
R88 Glossary
Scientific Revolution n. a major change in European
thought, starting in the mid- 1500s, in which the study
of the natural world began to be characterized by careful
observation and the questioning of accepted beliefs.
(p. 623)
scorched-earth policy n. the practice of burning crops
and killing livestock during wartime so that the enemy
cannot live off the land. (p. 669)
scribe n. one of the professional record keepers in early
civilizations, (p. 20)
secede [sih*SEED] V. to withdraw formally from an associ-
ation or alliance, (p. 760)
secular [SEHK»yuh»luhr] adj. concerned with worldly
rather than spiritual matters, (pp. 355, 472)
segregation [SEHG*rih»GAY*shuhn] n. the legal or social
separation of people of different races, (p. 761)
self-determination [sEHLF*dih*TUR*muh»NAY*shuhn] n.
the freedom of a people to decide under what form of
government they wish to live. (p. 858)
Seljuks [SEHL»jooks] n. a Turkish group who migrated
into the Abbasid Empire in the 10th century and estab-
lished their own empire in the 1 1th century, (p. 315)
senate n. in ancient Rome, the supreme governing body,
originally made up only of aristocrats, (p. 157)
sepoy [SEE*poy] n. an Indian soldier serving under British
command, (p. 791)
Sepoy Mutiny [MYOOT»uh*nee] n. an 1857 rebellion of
Hindu and Muslim soldiers against the British in India.
(p. 793)
serf n. a medieval peasant legally bound to live on a lord’s
estate, (p. 360)
Seven Years' War n. a conflict in Europe, North America,
and India, lasting from 1756 to 1763, in which the forces
of Britain and Prussia battled those of Austria, France,
Russia, and other countries, (p. 607)
shah [shah] n. hereditary monarch of Iran. (p. 513)
shari'a [shah*REE*ah] n. a body of law governing the lives
of Muslims, (p. 268)
Shi'a [SHEE •uh] n. the branch of Islam whose members
acknowledge Ali and his descendants as the rightful suc-
cessors of Muhammad, (p. 271)
Shinto [SHIHN*toh] n. the native religion of Japan, (p. 339)
Shiva [SHEE •vuh] n. a Hindu god considered the destroyer
of the world, (p. 194)
"shock therapy" n. an economic program implemented
in Russia by Boris Yeltsin in the 1990s, involving an
abrupt shift from a command economy to a free-market
economy, (p. 1050)
shogun [SHOH*guhn] n. in feudal Japan, a supreme mili-
tary commander who ruled in the name of the emperor.
(p. 343)
Sikh [seek] n. a member of a nonviolent religious group
whose beliefs blend elements of Buddhism, Hinduism,
and Sufism, (p. 518)
Silk Roads n. a system of ancient caravan routes across
Central Asia, along which traders carried silk and other
trade goods, (p. 196)
simony [SY*muh»nee] n. the selling or buying of a position
in a Christian church, (p. 379)
skepticism [SKEHP»tih»siHZ*uhm] n. a philosophy based
on the idea that nothing can be known for certain.
(p. 597)
slash-and-burn farming n. a farming method in which
people clear fields by cutting and burning trees and
grasses, the ashes of which serve to fertilize the soil.
(p. 15)
Slavs [slahvz] n. a people from the forests north of the
Black Sea, ancestors of many peoples in Eastern Europe
today, (p. 307)
social contract n. the agreement by which people define
and limit their individual rights, thus creating an organ-
ized society or government, (p. 629)
Social Darwinism [DAHR # wih*NiHZ*uhm] n. the applica-
tion of Charles Darwin’s ideas about evolution and “sur-
vival of the fittest” to human societies — particularly as
justification for imperialist expansion, (p. 775)
socialism n. an economic system in which the factors of
production are owned by the public and operate for the
welfare of all. (p. 736)
Solidarity [sAHL*ih»DAR»ih»tee] n. a Polish labor union
that during the 1980s became the main force of opposi-
tion to Communist rule in Poland, (p. 1052)
Songhai [SAWNG*HY] n. a West African empire that con-
quered Mali and controlled trade from the 1400s to 1591.
(p. 417)
soviet [SOH*vee*EHT] n. one of the local representative
councils formed in Russia after the downfall of Czar
Nicholas II. (p. 870)
Spanish-American War n. an 1898 conflict between the
United States and Spain, in which the United States
supported Cubans’ fight for independence, (p. 818)
Specialization n. the development of skills in a particular
kind of work, such as trading or record keeping, (p. 20)
Sphere of influence n. a foreign region in which a nation
has control over trade and other economic activities.
(p. 807)
Standard of living n. the quality of life of a person or a
population, as indicated by the goods, services, and luxu-
ries available to the person or people, (p. 1034)
stateless societies n. cultural groups in which authority is
shared by lineages of equal power instead of being exer-
cised by a central government, (p. 410)
steppes [stehps] n. dry, grass-covered plains, (p. 61)
strike V. to refuse to work in order to force an employer to
meet certain demands, (p. 738)
Stupa [STOO-puh] n. mounded stone structures built over
Buddhist holy relics, (p. 193)
subcontinent n. a large landmass that forms a distinct part
of a continent, (p. 44)
Suez [soo*EHZ] Canal n. a human-made waterway, which
was opened in 1 869, connecting the Red Sea and the
Mediterranean Sea. (p. 788)
suffrage [SUHF»rihj] n. the right to vote. (p. 747)
Sufi [SOO •fee] n. a Muslim who seeks to achieve direct
contact with God through mystical means, (p. 271)
sultan n. “overlord,” or “one with power”; title for Ottoman
rulers during the rise of the Ottoman Empire, (p. 507)
Sunna [SOON*uh] n. an Islamic model for living, based on
the life and teachings of Muhammad, (p. 268)
Glossary R89
Glossary
Glossary
Sunni [SOON*ee] n. the branch of Islam whose members
acknowledge the first four caliphs as the rightful succes-
sors of Muhammad, (p. 271)
surrealism [suh # REEmh # LiHznihm] n. a 20th-century artis-
tic movement that focuses on the workings of the uncon-
scious mind. (p. 899)
sustainable growth n. economic development that meets
people’s needs but preserves the environment and con-
serves resources for future generations, (p. 1080)
Swahili [swah*HEE*lee] n. an Arabic-influenced Bantu lan-
guage that is spoken widely in eastern and central Africa,
(p. 422)
Taiping [ty*pihng] Rebellion n. a mid- 19th century rebel-
lion against the Qing Dynasty in China, led by Hong
Xiuquan. (p. 807)
Taj Mahal [TAHZH muh # HAHL] n. a beautiful tomb in
Agra, India, built by the Mughal emperor Shah Jahan for
his wife Mumtaz Mahal, (p. 519)
Taliban n. conservative Islamic group that took control of
Afghanistan after the Soviet Union withdrew its troops;
driven from power by U.S. forces in December, 2001,
because of its harboring of suspected terrorists, (p. 1026)
Tamil [TAM •uhl] n. a language of southern India; also, the
people who speak that language, (p. 191)
technology n. the ways in which people apply knowledge,
tools, and inventions to meet their needs, (p. 8)
Tennis Court Oath n. a pledge made by the members of
France’s National Assembly in 1789, in which they vowed
to continue meeting until they had drawn up a new con-
stitution. (p. 654)
terraces n. a new form of agriculture in Aksum, in which
stepped ridges constructed on mountain slopes help retain
water and reduce erosion, (p. 228)
terrorism n. the use of force or threats to frighten people
or governments to change their policies, (p. 1087)
theocracy [thee»AHK»ruh*see] n. 1 . a government in which
the ruler is viewed as a divine figure, (p. 37) 2 . a govern-
ment controlled by religious leaders, (p. 496)
theory of evolution n. the idea, proposed by Charles
Darwin in 1859, that species of plants and animals arise
by means of a process of natural selection, (p. 765)
theory of relativity [REHL # uh*TIHV*ih*tee] n. Albert
Einstein’s ideas about the interrelationships between time
and space and between energy and matter, (p. 897)
Theravada [THEHR*uh«VAH»duh] n. a sect of Buddhism
focusing on the strict spiritual discipline originally advo-
cated by the Buddha, (p. 193)
Third Reich [ryk] n. the Third German Empire, established
by Adolf Hitler in the 1930s. (p. 918)
Third Republic n. the republic that was established in
France after the downfall of Napoleon III and ended with
the German occupation of France during World War II.
(p. 749)
Third World n. during the Cold War, the developing nations
not allied with either the United States or the Soviet
Union, (p. 982)
Thirty Years' War n. a European conflict over religion and
territory and for power among ruling families,
lasting from 1618 to 1648. (p. 603)
three-field system n. a system of farming developed in
medieval Europe, in which farmland was divided into
three fields of equal size and each of these was succes-
sively planted with a winter crop, planted with a spring
crop, and left unplanted, (p. 387)
Tiananmen [tyahn»ahn»mehn] Square n. a huge public
space in Beijing, China; in 1989, the site of a student
uprising in support of democratic reforms, (p. 1061)
tithe [tyth] n. a family’s payment of one-tenth of its income
to a church, (p. 363)
Tokugawa Shogunate [TOH*koo-GAH»wah
SHOH # guh*niht] n. a dynasty of shoguns that ruled a uni-
fied Japan from 1603 to 1867. (p. 544)
Torah [TAWR*uh] n. the first five books of the Hebrew
Bible — the most sacred writings in the Jewish tradition,
(p. 77)
totalitarianism [toh*TAL*ih»TAIR»eemh*NiHzmhm] n. gov-
ernment control over every aspect of public and private
life. (p. 874)
total war n. a conflict in which the participating countries
devote all their resources to the war effort, (p. 853)
totem [TOH*tuhm] n. an animal or other natural object that
serves as a symbol of the unity of clans or other groups
of people, (p. 445)
tournament n. a mock battle between groups of knights.
(p. 367)
tragedy n. a serious form of drama dealing with the down-
fall of a heroic or noble character, (p. 136)
Treaty of Kanagawa [kah*NAH*gah*wah] n. an 1854
agreement between the United States and Japan, which
opened two Japanese ports to U.S. ships and allowed the
United States to set up an embassy in Japan, (p. 810)
Treaty of Tordesillas [TAWR # day*SEEL # yahs] n. a 1494
agreement between Portugal and Spain, declaring that
newly discovered lands to the west of an imaginary line
in the Atlantic Ocean would belong to Spain and newly
discovered lands to the east of the line would belong to
Portugal, (p. 533)
Treaty of Versailles [vuhr»SY] n. the peace treaty signed
by Germany and the Allied powers after World War I.
(p. 858)
trench warfare n. a form of warfare in which opposing
armies fight each other from trenches dug in the battle-
field. (p. 847)
triangular trade n. the transatlantic trading network along
which slaves and other goods were carried between
Africa, England, Europe, the West Indies, and the
colonies in the Americas, (p. 568)
tribune [TRIHB •yoon] n. in ancient Rome, an official
elected by the plebeians to protect their rights, (p. 156)
tribute n. a payment made by a weaker power to a stronger
power to obtain an assurance of peace and security.
(p. 82)
Triple Alliance n. 1 - an association of the city-states of
Tenochtitlan, Texcoco, and Tlacopan, which led to the
formation of the Aztec Empire (p. 454). 2 . a military
alliance between Germany, Austria-Hungary, and Italy
in the years preceding World War I. (p. 842)
R90 Glossary
Triple Entente [ahmTAHNT] n. a military alliance
between Great Britain, France, and Russia in the years
preceding World War I. (p. 843)
triumvirate [try»UHM*vuhr»iht] n. in ancient Rome, a
group of three leaders sharing control of the government.
(P- 161)
Trojan War n. a war, fought around 1200 b.c., in which an
army led by Mycenaean kings attacked the independent
trading city of Troy in Anatolia, (p. 125)
troubadour [TROO*buh»DAWR] n. a medieval poet and
musician who traveled from place to place, entertaining
people with songs of courtly love. (p. 367)
Truman Doctrine n. announced by President Harry
Truman in 1947, a U.S. policy of giving economic and
military aid to free nations threatened by internal or
external opponents, (p. 968)
tyrant [TY»ruhnt] n. in ancient Greece, a powerful individ-
ual who gained control of a city-state’s government by
appealing to the poor for support, (p. 127)
Umayyads [oo»MY*adz] n. a dynasty that ruled the Muslim
Empire from a.d. 661 to 750 and later established a king-
dom in al-Andalus. (p. 271)
union n. an association of workers, formed to bargain for
better working conditions and higher wages, (p. 738)
United Nations n. an international peacekeeping organiza-
tion founded in 1945 to provide security to the nations of
the world, (p. 966)
Universal Declaration of Human Rights n. a 1948
statement in which the United Nations declared that all
human beings have rights to life, liberty, and security.
(p. 1084)
unrestricted submarine warfare n. the use of sub-
marines to sink without warning any ship (including neu-
tral ships and unarmed passenger liners) found in an
enemy’s waters, (p. 852)
urbanization [uR # buhmih*ZAY*shuhn] n. the growth of
cities and the migration of people into them. (p. 723)
U.S.A. Patriot Act n. an antiterrorism bill of 2001 that
strengthened governmental rights to detain foreigners
suspected of terrorism and prosecute terrorist crimes.
(p. 1092)
U.S. Civil War n. a conflict between Northern and Southern
states of the United States over the issue of slavery, last-
ing from 1861 to 1865. (p. 760)
utilitarianism [yoo # TiHL»ih»TAIR*ee*uh*NiHz*uhm] n. the
theory, proposed by Jeremy Bentham in the late 1700s,
that government actions are useful only if they promote
the greatest good for the greatest number of people.
(p. 735)
utopia [yoo*TOH*pee*uh] n. an imaginary land described
by Thomas More in his book Utopia — hence, an ideal
place, (p. 482)
vassal [VASmhl] n. in feudal Europe, a person who
received a grant of land from a lord in exchange for a
pledge of loyalty and services, (p. 360)
Vedas [VAY •duhz] n. four collections of sacred writings
produced by the Aryans during an early stage of their
settlement in India, (p. 63)
vernacular [vuhr*NAK»yuh*luhr] n. the everyday language
of people in a region or country, (pp. 391, 475)
Vietcong [vee*EHT»KAHNG] n. a group of Communist
guerrillas who, with the help of North Vietnam, fought
against the South Vietnamese government in the Vietnam
War. (p. 980)
Vietnamization [vee*EHTmuh»mih»ZAY*shuhn] n.
President Richard Nixon’s strategy for ending U.S.
involvement in the Vietnam War, involving a gradual
withdrawal of American troops and replacement of them
with South Vietnamese forces, (p. 980)
Vishnu [VIHSH •noo] n. a Hindu god considered the pre-
server of the world, (p. 194)
vizier [vih*ZEER] n. a prime minister in a Muslim kingdom
or empire, (p. 315)
War of the Spanish Succession n. a conflict, lasting
from 1701 to 1713, in which a number of European states
fought to prevent the Bourbon family from controlling
Spain as well as France, (p. 601)
Warsaw Pact n. a military alliance formed in 1955 by the
Soviet Union and seven Eastern European countries.
(p. 969)
Weimar [WY*mahr] Republic n. the republic that was
established in Germany in 1919 and ended in 1933.
(p. 905)
Western Front n. in World War I, the region of northern
France where the forces of the Allies and the Central
Powers battled each other, (p. 846)
westernization n. an adoption of the social, political, or
economic institutions of Western — especially European
or American — countries, (p. 610)
yin and yang n. in Chinese thought, the two powers that
govern the natural rhythms of life. (p. 107)
Yoruba [YAWR # uh*buh] n. a West African people who
formed several kingdoms in what is now Benin and
southern Nigeria, (p. 418)
Zapotec [zAH*puh«TEHK] n. an early Mesoamerican civi-
lization that was centered in the Oaxaca Valley of what is
now Mexico, (p. 242)
ziggurat [ZIHG •uh*RAT] n. a tiered, pyramid- shaped struc-
ture that formed part of a Sumerian temple, (p. 23)
Zionism [ZY*uh*NiHZ*uhm] n. a movement founded in the
1890s to promote Jewish self-determination and the
establishment of a Jewish state in the ancient Jewish
homeland, (p. 750)
Glossary R91
Glossary
Spanish Glossary
Spanish Glossary
Abbasids [abasidas] s. dinastia que goberno gran parte del
imperio musulman entre 750 y 1258 d.C. (pag. 271)
Aborigine [aborigen] s. miembro de cualquiera de los
pueblos nativos de Australia, (pag. 752)
absolute monarch [monarca absoluto] s. rey o reina que
tiene poder ilimitado y que procura controlar todos los
aspectos de la sociedad. (pag. 594)
acropolis [acropolis] s. cima fortificada de las antiguas
ciudades griegas. (pag. 127)
Aksum s. reino africano en lo que hoy es Etiopia y Eritrea,
que alcanzo su mayor auge en el siglo 4. (pag. 225)
al-Andalus s. region gobernada por los musulmanes en
lo que hoy es Espana, establecida en el siglo 8 d.C.
(pag. 271)
Allah [Alah] 5. Dios (palabra arabe usada en el islamismo).
(pag. 264)
Allies [Aliados] s. durante la I Guerra Mundial, las naciones
de Gran Bretana, Francia y Rusia, junto con otras que
lucharon a su lado; tambien, el grupo de naciones — entre
ellas Gran Bretana, la Union Sovietica y Estados
Unidos — opuestas a las Potencias del Eje en la II Guerra
Mundial. (pag. 845)
Almohads [almohades] s. grupo de reformadores islamicos
que tumbaron la dinastia de los almoravides y que
establecieron un imperio en el norte de Africa y en el sur
de Espana en el siglo 12 d.C. (pag. 412)
Almoravids [almoravides] s. hermandad religiosa islamica
que establecio un imperio en el norte de Africa y en el
sur de Espana en el siglo 1 1 d.C. (pag. 412)
Amritsar Massacre [Masacre de Amritsar] s. matanza por
tropas britanicas de casi 400 indios, reunidos en Amritsar
para protestar contra las Leyes Rowlatt. (pag. 888)
Anabaptist [anabaptista] s. en la Reforma, miembro de un
grupo protestante que ensenaba que solo los adultos
podian ser bautizados, y que la Iglesia y el Estado debian
estar separados. (pag. 496)
Anasazi [anasazi] s. grupo amerindio que se establecio en
el Suroeste de Norteamerica. (pag. 443)
Anatolia s. peninsula del suroeste de Asia actualmente ocu-
pada por la parte asiatica de Turquia; tambien llamada
Asia Menor. (pag. 62)
Angkor Wat s. templo construido en el imperio Khmer y
dedicado al dios hindu Visnu. (pag. 345)
Anglican [anglicano] adj. relacionado con la Iglesia de
Inglaterra. (pag. 494)
animism [animismo] s. creencia de que en los animales,
las plantas y otros objetos naturales habitan espiritus.
(pag. 216)
annexation [anexion] s. anadir una region al territorio de
una unidad politica existente. (pags. 799, 813)
annul [anular] v. cancelar o suspender, (pag. 492)
anti-Semitism [antisemitismo] s.prejuicio contra los
judios. (pag. 749)
apartheid s. politica de Sudafrica de separacion total y
legalizada de las razas; prohibia todo contacto social
entre negros y blancos. (pag. 1043)
apostle [apostol] s. uno de los seguidores de Jesus que pre-
dicaba y difundia sus ensenanzas. (pag. 168)
appeasement [apaciguamiento] s. otorgar concesiones a
un agresor a fin de evitar la guerra. (pag. 917)
aqueduct [acueducto] s. tuberia o canal para llevar agua a
zonas pobladas. (pag. 181)
aristocracy [aristocracia] 5. gobierno en que el poder esta
en manos de una clase dominante hereditaria o nobleza.
(pag. 127)
armistice [armisticio] s. acuerdo de suspender combates.
(pag. 855)
artifact [artefacto] s. objeto hecho por el ser humano, como
herramientas, armas o joyas. (pag. 5)
artisan [artesano] s. trabajador especializado, como hilan-
dero o ceramista, que hace productos a mano. (pag. 20)
Aryans [arios] s. 1. pueblo indoeuropeo que, hacia 1500
a.C., comenzo a emigrar al subcontinente de India.
(pag. 63). 2 . para los nazis, los pueblos germanos que
formaban una “raza maestra”. (pag. 936)
assembly line [linea de montaje] s. en una fabrica, correa
que lleva un producto de un trabajador a otro, cada uno
de los cuales desempena una sola tarea. (pag. 764)
assimilation [asimilacion] s. 1 . adopcion de la cultura del
conquistador por un pueblo conquistado. (pag. 205).
2 , politica de una nacion de obligar o alentar a un pueblo
subyugado a adoptar sus instituciones y costumbres.
(pag. 781)
Assyria [Asiria] s. reino del suroeste de Asia que controlo
un gran imperio de aproximadamente 850 a 612 a.C.
(pag. 95)
Atlantic Charter [Carta del Atlantico] s. declaration de
principios emitida en agosto de 1941 por el primer mi-
nistro britanico Winston Churchill y el presidente de
E.U.A. Franklin Roosevelt, en la cual se baso el plan
de paz de los Aliados al final de la II Guerra Mundial.
(pag. 930)
Atlantic slave trade [trata de esclavos del Atlantico] s.
compra, transporte y venta de africanos para trabajar en
las Americas, (pag. 567)
autocracy [autocracia] s. gobierno en el cual el gobernante
tiene poder ilimitado y lo usa de forma arbitraria.
(pag. 109)
Axis Powers [Potencias del Eje] s. en la II Guerra Mundial,
las naciones de Alemania, Italia y Japon, que formaron
una alianza en 1936. (pag. 917)
ayllu s. en la sociedad inca, pequena comunidad o clan
cuyos miembros trabajaban conjuntamente para el bien
comun. (pag. 460)
balance of power [equilibrio de poder] s. situacion politi-
ca en que ninguna nacion tiene suficiente poder para ser
una amenaza para las demas. (pag. 672)
the Balkans [Balcanes] s. region del sureste de Europa
ocupada actualmente por Grecia, Albania, Bulgaria,
Rumania, la parte eureopea de Turquia y las antiguas
republicas de Yugoslavia, (pag. 689)
Bantu-speaking peoples [pueblos de habla bantu] s.
hablantes de un grupo de lenguas relacionadas, que hace
aproximadamente 2,000 anos emigraron de Africa occi-
dental a casi toda la mitad sur del continente.
(pag. 222)
baroque [barroco] s. estilo grandioso y omamentado del
arte, la musica y la arquitectura a fines del siglo 17 y
principios del 18. (pag. 637)
barter [trueque] 5. forma de comercio en la cual se inter-
cambian productos y servicios sin dinero. (pag. 23)
R92 Spanish Glossary
Live Music
Archive
Librivox
Free Audio
Metropolitan Museum
Cleveland
Museum of Art
Internet
Arcade
Console Living Room
Open Library
American
Libraries
TV News
Understanding
9/11